Program List

This class is an introduction to 12-Lead ECG interpretation for acute and critical care nurses, advanced practice nurses and anyone who needs to be able to interpret an ECG in his or her clinical practice. Content includes anatomy of a 12-Lead ECG, how leads record electrical activity traveling through the heart, normal waveforms and intervals and how each lead should look on a normal ECG. Additional content includes an easy way to determine the QRS axis and its clinical implications; recognition of right and left bundle branch blocks; and ECG criteria for recognizing myocardial ischemia, injury and infarction.

Program Learning Outcomes

This program prepares the learner to:

• Identify a normal 12-Lead ECG.
• Demonstrate the ability to calculate the QRS axis on selected ECGs.
• Identify right and left bundle branch block.
• Recognize ST-elevation myocardial infarction (STEMI) on the 12-Lead ECG.
• Recognize signs of ischemia and non-ST-elevation myocardial infarction (NSTEMI) on the 12-Lead ECG. 

Agenda

Sign-in begins at 7:30 am. The day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

8:00 am to 4:30 pm

• Normal 12-Lead ECG, Waves and Intervals of the Cardiac Cycle
  Anatomy of a 12-Lead | Which Leads Look Where | Normal Waves and Intervals | Steps in Reading Strips

• Electrical Activity, QRS Complex and Calculating QRS Axis
  Normal Ventricular Depolarization | Recording Electrical Activity | Definition of Axis | Origin of Hexaxial Reference System | Practice Axis Calculation

• Right and Left Bundle Branch Bloc
  Best Leads for Recognizing | Ventricular Depolarizing | Practice ECGs

• Coronary Artery Blood Supply | Indicative and Reciprocal Changes | Recognizing STEMI
  Coronary Artery Anatomy | Indicative Changes of Ischemia, Injury, Infarction | Reciprocal Changes | Progressive Changes and ECG Evolution | Anterior-Wall STEMI | Antero-Lateral Wall STEMI

• Recognizing STEMI | Recording Posterior and Right Ventricular Leads
  Inferior-Wall STEMI | Posterior-Wall MI | Right-Ventricular MI | Recording Right Ventricular and Posterior Leads

• Signs of Unstable Angina and Non-ST Elevation MI
  ECG Signs of Ischemia | Wellens’ Warning | Practice ECGs: NSTEMI

• Practice ECGs

Delirium affects an estimated 14% to 50% of all hospitalized elderly patients. At least 20% of the 12.5 million patients over age 65 hospitalized each year experience complications because of delirium. It is essential that healthcare professionals recognize who is at risk, practice early identification and implement current management strategies for the patient with delirium. This one-day program is designed to provide this education.

Program Learning Outcomes

This program prepares the learner to:

• Identify the major differences between various dementias and delirium.
• Identify high-risk hospitalized patients.
• Develop a unit-based strategy for the prevention of delirium.

Agenda

Sign-in begins at 7:30 am. The day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

8:00 am to 4:15 pm

• Alzheimer’s Type Dementia vs. Other Types
  Alzheimer’s | Lewy Body | Frontal Lobe

• Acute Delirium
  Risk Factors | Common Assessment Tools

• Pharmacologic Management of Acute Delirium
  Benzodiazepines | Antipsychotics | Cholinesterase Inhibitors

• National Recommendations for Delirium Management
  HELP Guidelines | NICHE Guidelines | AGS Guidelines

• Fall Prevention Interventions
  Risk Identification | Safety Interventions

• Putting It All Together With Case Studies
  Alzheimer’s Type Dementia Admitted for UTI | Post-Surgical Delirium | Sepsis From Decubitus Ulcer | Multi-Infarct Dementia Admitted for Colon Resection

Program Learning Outcomes

This program prepares the learner to:

• Self-report at a 90% rate an increase in knowledge and skills to keep up with current trends in oncology.

Agenda

Sign-in begins at 7:30 am. The day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

8:00 am to 4:30 pm

• Screening | Prevention | Early Detection | Genetic Risk
   
• Diagnosis, Staging and Treatment Planning

• Plan of Care Across the Life Cycle | Palliative Care | End-of-Life Care

• Clinical Trails and Surgical Interventions | Surgical Interventions

• Localized Therapy/Delivery Systems

• Systemic Therapy | Radiation Therapy

8:00 am to 4:30 pm

• Etiology, Incidence and Patterns for Disease-Related Symptoms
   
• Cardiac/Dermatologic/Pulmonary Toxicities

• Neurologic Toxicities | Cognitive Impairment | Ocular | Fatigue

• GI/GU/Hepatic Toxicities
   
• Myelosuppression

• Integrative and Complementary Therapies
   
• Oncologic and Metabolic Emergencies
   
• Psychosocial
   
• Professional Practice
   
• Test-Taking Strategies
   

This intensive one-day workshop provides the individual healthcare provider with the information needed to recognize and understand the production of sounds within the human body. Rather than memorizing sounds, the physiology of normal and abnormal sounds is presented with the use of audiovisual aids. Practice sessions enable the provider to accurately distinguish normal and abnormal sounds and recognize the significance of the sounds heard. The goals of this class are identifying strategies of treatment needs based on assessment findings and developing the confidence to use the stethoscope to assist in performing a thorough and accurate assessment. Please wear comfortable, loose clothes and bring your stethoscope!

Program Learning Outcomes

This program prepares the learner to:

• Describe the differences in stethoscopes and how to properly use your tool.
• Demonstrate a complete abdominal assessment.
• Identify organs and broken bones using the stethoscope.
• Identify the requirements for an adequate cardiac auscultation.
• Learn how to use the Handy Heart Simulator to duplicate heart sounds.

Agenda

Sign-in begins at 7:30 am. The day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

8:00 am to 4:30 pm

• Stethoscope Skills
  Proper Usage of a Stethoscope | Properly Identify the Sounds You Hear | Sound = Movement

• Auscultated Assisted Percussion
  When It is Just You and Your Scope | What You Weren’t Taught in School | You Can’t Memorize Sounds

• Auscultate Before You Palpate!
  Big or Small Body | What the Research Says | Bowel Obstructions

• “I Can’t Hear You”
  Lung Location | Atelectasis | Aspiration | Asthma | Pulmonary Edema | Pulmonary Hypertension

• My Heart Only Beats for You
  Blood Flow and What it Means | Valve Locations | Good Heart, Bad Heart

• Don’t Murmur, Speak Up!
  Detection and Grading Murmurs | Bedside Teaching | Don’t be Afraid of a Broken Heart

In this two-day program, participants will explore selected topics that every med-surg healthcare practitioner should know. General concepts will be covered to allow application to a wide variety of care settings, and comprehensive assessment and treatment modalities will be introduced to stimulate the experienced clinician. Each topic will be presented in a case study format highlighting the “red flags” to watch for, along with cutting-edge treatment strategies, in order to prevent further deterioration for the patient and ultimately to prevent harm.

Program Learning Outcomes

This program prepares the learner to:

• Discuss the assessment of the deteriorating medical-surgical patient using a systematic approach.
• Discriminate between a variety of tests and lab results in order to determine if the patient is on the right course.
• Describe the best care and treatment modalities for the patient using nursing judgment and critical thinking.
• Recognize when to call the Rapid Response Team.

Agenda

Sign-in begins at 7:30 am. Each day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

Day 1, 8:00 am to 4:00 pm

• What do the Numbers Mean?
  CBC, Chemistries | Life-Threatening Electrolytes

• IV Therapy and Fluids
  IV Fluids and Considerations | Recognition, Maintenance and Care of the Central Venous Access Devices (CVAD): CVC, PICC and Port-a-Cath

• Air, Air, I Must Have Air: Respiratory Complications
  Assessment | Treatment of Conditions | Chest Drainage: In the Hospital and Going Home

• Easy Steps to ABG Analysis
  Respiratory and Metabolic Disorders | Compensation: Heading in the Right Direction | Case Studies

• The 5 Easy Steps to Rhythm Interpretation
  Identify Sinus Rhythm Quickly and Easily! | Identify Rhythms Quickly: Normal, Worrisome or Lethal?

• Chest Pain—Chest Pain—Chest Pain
  Differentiating Pulmonary Embolism, Acute Coronary Syndromes, MI and Pericarditis | Don’t Forget GI Disorders

• Pacemakers: Don't Miss a Beat
  Tips to Know to be Successful at the Bedside | AICDs–a Special Breed

Day 2, 8:00 am to 4:00 pm

• Sepsis: Getting the Bugs Out!
  Identification of Sepsis | New Bundle Treatments

• Bowel Issues: Go with the Gut!
  GI Bleeds, Obstructions and Paralytic Ileus | Nasogastric Tubes and More

• Metabolic Syndromes
  Syndrome X: Solving the Mystery | Diabetes: DKA and HHNK—Help, My Patient is Out of Control!

• Neurological Emergencies
  Strokes, Bleeds and Seizures

• Urological Issues: My Patient isn’t Micturating!
  Assessing Output | Failure

• The Non-Critical Trauma Patient: What are We Watching For?
  Late Presentation Injuries (Pulmonary, GI, Orthopedic, Neuro) | Other Potential Lethal Complications | When to Activate the Rapid Response Team

The Ambulatory Care Nursing Exam Review is designed to prepare those nurses working in ambulatory care to sit for the American Nurses Credentialing Center’s exam. Ambulatory Care Nursing encompasses all practice settings of Ambulatory Care including, but not limited to, outpatient surgery, office settings, clinics and primary care settings. The course content is based on the exam blueprint provided by ANCC.

Program Learning Outcomes

This program prepares the learner to:

• Describe the Ambulatory Care Nursing Exam, test plan and the practice requirements to sit for the exam.
• Construct a study plan for the exam based on understanding the blueprint and domains of practice covered.
• Identify common mistakes and pitfalls that are made during studying and testing for the exam.
• Recall the core components covered in the exam through didactic supplementation and test questions.

Agenda

Sign-in begins at 7:30 am. Each day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

Day 1, 8:00 am to 4:30 pm

• Test-Taking Information
  It’s All About You

• Professional Issues (22%)
  Overview of Ambulatory Care Nursing | Advocacy for Ambulatory Care Nursing | Leadership Styles | Mentoring, Precepting, Coaching | Delegating | Legal and Regulatory

• Clinical Practice (34%)
  Nursing Process in the Ambulatory Setting | Rapid Assessment | Care Management and Disease Management | Medication Management: Unapproved Abbreviations, Verbal Orders, Safety | Complementary and Alternative Medications and Treatment | Drug-Seeking Behaviors

Day 2, 8:00 am to 4:00 pm

• Clinical Practice (cont.)
  Consent and Universal Protocol | Specimens | Care Across the Lifespan

• Systems (10.67%)
  Operations and Fiscal Management | Evidence-Based Practice | Performance Improvement | Quality Monitors | Sterilization and Disinfection

• Communication (19.33%)
  Interpersonal Skills | Cultural Competence | Communication Barriers | Telephone and Multimedia Communication

• Education (14%)
  Health Literacy | Modes of Educational Delivery | Hand-Off Communication | Health Promotion and Disease Prevention

This one-hour lecture is designed for the healthcare provider caring for the adult patient with acute respiratory distress syndrome (ARDS). The presentation will focus on the pathophysiology of ARDS and the current guidelines for the management of this complicated adult patient.

Program Learning Outcomes

This program prepares the learner to:

• Self-report an increase in knowledge regarding the management of ARDS at a 95% rate.

Agenda

The order of lectures presented may vary according to speaker preference.

1-Hour Live Webinar

• Introduction to the Adult with Respiratory Compromise
• Complex Pathophysiology of ARDS 
• Identification of Types of ARDS
• Treatment Plans per the National Guidelines
• Review and Questions

This course will expose the nurse to the importance of critical documentation in EHR to prevent and defend a medical malpractice lawsuit. The elements of a medical malpractice lawsuit will be discussed along with common myths that have been perpetual in the nursing world. The critical components of the nursing process and standard of care in documentation will be addressed. Lastly, the role of HIPAA in EHR and social media will be stressed.

Program Learning Outcomes

This program prepares the learner to:

• Identify the importance of nursing documentation to prevent and defend a medical malpractice lawsuit.
• Describe how the nursing process and standard of care are essential components of documentation in EHR.
• Identify the role of the nurse as it pertains to: the importance of privacy and HIPAA, EHR, social media and data breaches. 

Agenda

Sign-in begins at 7:30 am. The day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

8:00 am to 4:00 pm

• Anatomy of a Lawsuit
  Negligence | Why do Patients Sue? | The Lawsuit

• The M&M Saga
  Myths about Medical Malpractice Lawsuits

• Essential Defense of the Medical Malpractice Lawsuit
  Standards of Care and EHR

• Importance of HIPAA
  Definition | Audit Preparation | Awareness Training | Hazards of Social Media

• Discussion

This program is designed for transplant and cellular therapy oncology nurses preparing for the Oncology Nursing Certification Corporation BMTCN Exam. The review follows the 2022 BMTCN content outline. Concepts include foundations of transplant, transplant process and infusion, early and late transplant management and education, quality of life and professional performance. This is not an introductory program but a comprehensive review of TCT oncology practice.

Program Learning Outcomes

This program prepares the learner to:

• Self-report at a 90% rate an increase in knowledge and test readiness in order to challenge the test and continue to provide optimum care for the transplant and cellular therapy patients.

Agenda

Sign-in begins at 7:30 am. The day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference. 

Day 1, 8:00 am to 4:30 pm

• Eligibility Criteria for Initial Certification
  
  Application and Testing Process | Study Recourses | Test-Taking Tips
• Basic Concepts for Transplantation
  Cell Lineage and Function | Immune System and Function | Goals of Therapy | Indication for Transplant
• Types of Transplants and Cellular Therapies
  
  Autologous | Allogenic | Immune Effector Cells
• Sources of Stem Cells
  Peripheral Blood | Bone Marrow | Umbilical Cord Blood
• Recipient Suitability & Evaluation
  Eligibility Education | Caregiver Education | Donor Selection, Care and Education
• Stem-Cell Procurement
  
  Mobilization | Processing Procedure | Storage of Cellular Product
• Preparative Regimens
  
  Intensity of Therapy | Chemotherapy | Radiation Therapy | Biotherapy | Immunotherapy | Targeted Therapies
• Stem-Cell Infusion
  Fresh and Cryopreserved | Infusion Management | Hematologic ABO Incompatibilities
• Types of GVDH
  Toxicity and Grading Scales
• Common Symptoms to Manage GVHD | Early Post-Transplant Management
  
  Immunosuppressive Therapy | Infection Prevention and Management of Sepsis | Hematologic | Immune Reconstitution | Nutritional Support | Acute System-Specific Complications | Graft Rejection and Failure
• Late Post-Transplant Management and Education
  
  GVHD | System-Specific Late Effects | Infection Prevention | Disease Relapse | Malignancy | Follow-Up Care/Visits 
• Quality of Life and Evaluation
   
   

This seminar is designed to assist the nurse and other healthcare providers by giving them the knowledge to manage the patient in cardiopulmonary crisis. The presentation will focus on an overview of cardiopulmonary physiology, the management of hemodynamics specific to patients with cardiopulmonary disease, and the medical and surgical management of these patients.

Program Learning Outcomes

This program prepares the learner to:

• Review cardiac and pulmonary assessment skills in the critically ill patient.
• Define ACS and discuss the complex medical/surgical treatment plan of care of the adult patient.
• Define neurohormonal pharmacological intervention in the patient with HF.
• Discuss the etiology of ARDS, and the treatment regimen in the multisystem failure patient.
• Review the mechanism of pulmonary embolism and pneumonia in the critically ill patient.
• Discuss ventilatory management skills required in the mechanically ventilated patient.

Agenda

Sign-in begins at 7:30 am. Each day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

Day 1, 8:00 am to 4:00 pm

• Cardiac Physiology Review
  Electrical-Mechanical Function | Myocardial Oxygen Balance

• Cardiac Assessment
  ABC’s of Cardiac Function | Look, Feel and Hear

• Hemodynamics
  ABC’s of Dynamic Flow, Cardiac Function | Drugs: Manipulating Parameters | Case Studies

• Acute Coronary Syndrome
  Angina to Acute MI | Diagnostic Tools: Labs, 12-Lead | Drugs, Interventional Therapies | Case Studies

• Heart Failure: The New Epidemic
  Pathophysiology | Neurohormonal Activation | Diagnostics and Treatment | Use of Natrecor | Destination Therapy | Case Studies

Day 2, 8:00 am to 4:00 pm

• Pulmonary Physiology Review
  Oxygenation and Ventilation | Alveolar Function

• Pulmonary Assessment
  ABC’s of Hearing | Hemodynamic Monitoring | ABGs | CXR

• Acute Diffuse Lung Injury
  ARDS: What’s New? | Case Studies

• Complications of the ICU
  Pneumonia: Ventilator Assisted Pneumonia (VAP)

• Ventilatory Management of Pulmonary Crisis: Recognition and Management
  Etiology | Diagnostic Tools | Prevention and Management | -Ectomies and -Otomies | Case Studies

• Q & A Session

This one-day pharmacology course is designed to introduce concepts of how drugs are developed and basic pharmacokinetics. The actions of various classifications of drugs including beta blockers, ACE inhibitors, statins and anticoagulants will also be explored. The course is intended for nurses at the bedside, educators and advanced practice nurses.

Program Learning Outcomes

This program prepares the learner to:

• Understand the process for developing drugs.
• Understand basic pharmacokinetics.
• Identify important concepts of pharmacokinetics in the elderly.
• Discuss the use and action of beta blockers, ACE inhibitors (ACEI), angiotensin blockers (ARBs), statins and various anticoagulants.

Agenda

Sign-in begins at 7:30 am. The day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

8:00 am to 4:30 pm

• Drug Development and Introduction to Pharmacokinetics in the Elderly
  Pre-Clinical, Phase I, II, III | Post-Marketing Surveillance, Orphan Drugs | Introduction to Basic Pharmacokinetics | Protein Binding and Metabolism, Drug Actions, CYP-450 System, P-Glycoprotein, Excretion and Creatinine Clearance

• Basic Cardiac Function
  Pathophysiology | Medications

• Beta Blockers
  Indications, Actions, Dosing and Special Considerations

• ACEI | ARBs
  Indications, Actions, Dosing and Special Considerations

• Calcium Channel Blockers
  Indications, Actions, Dosing and Special Considerations

• Additional AHA Recommended Medications

  Indications, Actions, Dosing and Special Considerations

• Statins | Anticoagulants | Platelet Inhibitors
  Indications, Actions, Dosing and Special Considerations

• Pulmonary Hypertension
  Pathophysiology | Disease Classification | Medication

• Questions and Wrap-Up

This course is designed to prepare the participant for the ANCC Cardiac-Vascular Nursing Exam. This concentrated review will focus on the key aspects of caring for patients with cardiac and vascular disease across the spectrum of care. Included is a review of cardiac anatomy and physiology, risk factors and risk reduction strategies and professional aspects of caring for this patient population. Participants will also complete review questions to prepare them for the types of questions that will be on the exam, as well as test-taking strategies.

Program Learning Outcomes

This program prepares the learner to:

• Demonstrate the requisite knowledge required in order to be successful on the ANCC Cardiac-Vascular Nursing Exam.

Agenda

Sign-in begins at 7:30 am. Each day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

Day 1, 8:00 am to 4:30 pm

• Welcome and Overview
• Introduction to the Exam
  Registration | Scope and Content Domains | Overview of Test-Taking Strategies
• Review of Cardiac Anatomy and Physiology
• The Cardiac Conduction System and ECG Complex
  SA, AV Nodes | Bundle of His and Bundle Branches | Purkinje Fibers | P Wave and PR Interval | QRS Complex | ST Segment and T Wave | Normal, Abnormal QT Interval | Causes, Treatment of Prolonged QT Interval
• The Cardiac-Vascular Patient Assessment
  Patient History/Subjective Data Collection | Patient Assessment/Objective Data Collection | Accurate Blood Pressure Measurement | Ankle-Brachial Index Measurement | Q&A
• Cardiac-Vascular Disease Risk Factors
  Nonmodifiable, Modifiable | Strategies for Reduction | Dyslipidemia, Hypertension Diagnosis and Management | Q&A
• Acute Arrhythmias
  Heart Blocks | Atrial Fibrillation | Supraventricular Tachycardia | Q&A
• Professional Aspects of Cardiac-Vascular Patient Care
  Ethical and Legal Aspects | Research and Evidence-Based Practice Principles | Patient Education/Health Literacy | Scope and Standards of Practice | Q&A

Day 2, 8:00 am to 3:30 pm

• Acute Coronary Syndrome
  Atherosclerosis | Myocardial Ischemia | Myocardial Infarction | Q&A
• Heart Failure
  Pathophysiology | Classification and Staging | Diagnosis | Management of the Patient | Discharge Planning | Q&A
• Valvular Heart Disease
  Normal, Abnormal Heart Sounds | Murmurs and Murmur Grading | Aortic Valve Disease | Mitral Valve Disease | Q&A
• Diseases of the Aorta
  Anatomy | Aortic Aneurysm and Rupture | Aortic Dissection | Q&A
• Peripheral Vascular Disease
  Intermittent Claudication | Critical Limb Ischemia | Acute Limb Ischemia | Medical-Surgical Management | Management of Complications | Chronic Venous Insufficiency | Deep Vein Thrombosis | Treatment: Anticoagulants and Antiplatelets | Q&A

This one-day course is designed to introduce the nurse to methods of evaluating the patient presenting with complaints of chest pain and/or heart failure. The nurse is often the first member of the healthcare team present when the patient complains of symptoms suggesting a coronary or heart failure event may be unfolding. Cardio Blitz is a broad overview of essential cardiac information for the nurse at the bedside in CCU, ICU, PCU, ED, including clinical educators and clinical nurse specialists.

Program Learning Outcomes

This program prepares the learner to:

• Describe the significance of understanding lead concepts.
• List the determinants of cardiac output.
• Describe the critical points of assessment, patterns and treatment of the patient with chest pain.
• Discuss the NYHA classification and types of heart failure.
• Describe the pathophysiology and pharmacological management strategies for heart failure.

Agenda

Sign-in begins at 7:30 am. The day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

8:00 am to 4:30 pm

• Important Statistics of Heart Disease, Lead Placement and Cardiac Output
  Practice Patterns | Provider and Patient Awareness of Statistics | Data from AHA and CDC

• Patient Assessment
  Precordial and R-Wave Progression | Role of Natriuretic Peptides | Renin-Angiotensin-Aldosterone System | PQRST in Chest Pain | TIMI Flow | Red Flags in Chest Pain and Differential Diagnoses

• Coronary Syndromes
  Coronary Anatomy | STEMI and NSTEMI | ECG Practice | Angina Patterns | Wellens’ and Broken Heart Syndrome

• Understanding Types of Heart Failure
  Definition and Types (Systolic, Diastolic, Hypertropic) | NYHA Classification System | EECP | Biventricular Pacing | IABP | VADs

• Pharmacological Management
  Beta Blockers | ACE Inhibitors | ARBs | Aldosterone Inhibitors | IV Agents

• Alternative Treatment in Coronary Disease and Heart Failure
  TMR | Surgical Interventions

This program is designed for nurses and healthcare providers working in non-critical care areas. Content provides easy recall tips on cardiovascular assessment, diagnostics, drugs and non-pharmacologic interventions related to heart failure, acute coronary syndrome and other cardiac diseases. Case scenarios enhance learning and provide challenges for group discussion. Easy-to-remember tips help understanding and build confidence in sorting out the array of cardiac drugs encountered. Current guidelines and options in disease management will be discussed.

Program Learning Outcomes

This program prepares the learner to:

• Identify abnormal heart sounds quickly and correlate changes in physical findings with significance.
• Simplify the myriad of cardiovascular drugs prescribed and better understand the physiologic basis of cardiac drugs.
• Identify atrial fib, SVT, VT and Torsades and discuss emergency interventions for each.
• Assess and care for patients with heart failure with greater confidence regarding pathophysiology, newer terminology, diagnostics and interventions.
• Identify early signs of cardiac decompensation and emergencies such as pulmonary embolism.

Agenda

Sign-in begins at 7:30 am. Each day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

Day 1, 8:00 am to 4:00 pm

• Assessment: Get Reacquainted
  Cardiac Physiology | Heart Sounds: What, When and Where | Physical Exam | Diagnostics | Risk Assessment: What’s New?
• Cardiovascular Drugs
  The Oldies and the Newbies | Physiologic Basis of Cardiac Drugs
• Diagnostics: What’s New! Acute Heart Failure and Acute Coronary Markers
  What Can We Measure and When?
• Acute Coronary Events
  Rapid Approach to Analysis | Locating the Area of Infarction | Serial ECGs | 12-, 15- and 18-Lead ECGs | Invasive Diagnostics and Treatments | What’s New on the Horizon?
• Case Challenges and Interventions

Day 2, 8:00 am to 3:30 pm

• Racing Hearts: They’re Everywhere!
  Atrial Fib | Atrial Flutter | SVT | WPW | New Drugs | Ablation Therapies
• Heart Failure
  The Oldies and the Newbies | Physiologic Basis of Cardiac Drugs
• Cardiopulmonary Emergency! Heart Block and Pulmonary Embolus
  Identification | Diagnostic Procedures | Flash Pulmonary Edema: Who is at Risk and What to Do!
• Gender Bias: Does it Exist?
  Assessment | Difference in Treatment
• Case Challenges—Test Your Knowledge

This two-day seminar is for nurses caring for acutely and critically ill cardiac patients. It is designed to augment the bedside nurse’s ability to accurately assess and treat a variety of complex cardiovascular disorders such as: acute coronary syndromes, cardiogenic shock, acute decompensated heart failure and valvular heart disease. Additionally, it reviews management of patients undergoing therapeutic hypothermia after cardiac arrest, as well as strategies for preventing sudden cardiac death.

Program Learning Outcomes

This program prepares the learner to:

• Recognize warning signs of right ventricular infarctions and understand how management differs from other types of acute MI.
• Be familiar with early, subtle signs and symptoms of pulmonary hypertension and the different drug classes used in its treatment.
• Describe the rationales for and ways to implement therapeutic hypothermia after cardiac arrest.
• Detect and understand murmurs and their pathology as well as the presentation of valve disorders and their management.
• Gain the confidence to recognize and treat patients experiencing acute coronary syndromes and cardiogenic shock.
• Develop a better understanding of the roles pharmacologic and mechanical circulatory support in the management of patients with systolic and diastolic dysfunction.

Agenda

Sign-in begins at 7:30 am. Each day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

Day 1, 8:00 am to 4:00 pm

• Acute Coronary Syndromes
  Pharmacologic Treatment | Thrombolytics | Percutaneous Coronary Intervention | Indications for CABG

• Post-MI Complications
  VSD | Papillary Muscle Rupture | Free Wall Rupture

• Hemodynamics: What Do the Numbers Mean?
  Pulmonary Artery Catheters | Interpretation | Less and Non-Invasive Cardiac Output Monitoring

• Tissue Oxygenation
• Cardiogenic Shock
  Hemodynamics | Pharmacologic Treatments | Intra-Aortic Balloon Therapy | Ventricular Assist Devices

• The Forgotten Ventricle: RV Infarcts
  Pathology, Signs and Symptoms | Pulmonary Hypertension

Day 2, 8:00 am to 4:00 pm

• Acute and Chronic Heart Failure
  Left vs. Right Failure | Systolic vs. Diastolic Dysfunction | Neurohormonal Influences | Treatment Modalities

• Inflammatory Disorders of the Myocardium
  Pericarditis | Myocarditis

• Acute Cardiovascular Trauma
  Aortic Aneurysm, Dissection, Transection | Blunt Cardiac Injury

• Hematologic Monitoring
  Complications Post-PCI and Open Heart Surgery | Heparin Induced Thrombocytopenia

• Valve Disorders and Murmurs
  Anatomy and Pathophysiology | Congenital | Acquired | Indications for Surgery

• Therapeutic Hypothermia After Sudden Cardiac Death
  Indications | Pharmacology | Techniques | Monitoring

• Prevention of Sudden Cardiac Death
  Pharmacologic Treatments | Electrophysiology Studies | Catheter Ablation | Internal Cardioverter Defibrillator

Program Learning Outcomes

This program prepares the learner to:

• Discuss and practice test-taking skills.
• Review critical anatomy, physiology and pathophysiology of each system.
• Discuss significant assessment and diagnostic findings relevant to the critical care environment.
• Discuss clinical presentation as well as specific patient management of commonly seen critical care conditions.

Agenda

Sign-in begins at 7:30 am. The day includes a 45-minute lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

8:00 am to 5:00 pm

• Test-Taking Strategies

• Hematology System

• Cardiac System

• Endocrine System

• Neurological System

• Renal System

• Pulmonary System

• Gastrointestinal System

• Multisystem Review

Program Learning Outcomes

This program prepares the learner to:

• Self-report a gain in knowledge of the critically ill patient and confidence to pass the CCRN Exam at an 80% rate.

Agenda

Sign-in begins at 7:30 am. Each day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

Day 1, 8:00 am to 4:30 pm

• Introduction, Test-Taking Strategies, Ethics & Professional Caring | Review of Exam Blueprint
• Study Planning | Practice Exams | Relaxation Techniques
• AACN Synergy Model | Practices of Professional and Ethical Caring
• Immunology/Hematology
• Cardiovascular
• Endocrine
• Gastrointestinal
• Behavioral/Psychosocial

Day 2, 8:00 am to 4:30 pm

• Neurology
• Renal
• Pulmonary
• Multisystem/Shock

Critical care nurses are seeing patients with more severe and complex healthcare needs, which requires nurses to be more proficient and clinically competent. Nursing certification is considered the standard by which regulatory agencies and the public recognize quality nursing care.

The purpose of this review is to assist the participant in preparing for the Pediatric CCRN Exam. This course preparation will use a systems approach to review the essential aspects of nursing care in the Pediatric Intensive Care Unit. Teaching methods to be utilized during this review include lecture, case studies, discussion and practice questions. The information provided will benefit the critical care nurse through the enhancement of knowledge concerning the continuum of care for the pediatric critical care patient.

Program Learning Outcomes

This program prepares the learner to:

• Review test-taking strategies.
• Review the AACN Synergy Model.
• Review critical physiology of each core body system.
• Discuss significant assessment and diagnostic findings for each core body system.
• Discuss etiology, pathophysiology, clinical presentation, diagnostic findings and specific patient management of commonly seen critical care conditions.

Agenda

Sign-in begins at 7:30 am. Each day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

Day 1, 8:00 am to 4:00 pm

• CCRN Exam and Test Construction
• Cardiovascular Parts I, II, and III
• Synergy
• Pulmonary Parts I and II
• Endocrine

Day 2, 8:00 am to 4:30 pm

• Hematology and Immunology
• Renal
• Gastrointestinal
• IV Infiltrates | Psychosocial | Muscular Infections
• Neurology
• Shock | MOSF | Trauma
• Toxicology | Near-Drowning | Multisystem

This three-day course is designed to provide critical care and progressive care nurses a review of AACN’s core curriculum. The course combines central knowledge-based lectures so that nurses working in the PCU and ICU arenas will have a review of AACN’s certification blueprint. The first day will provide the critical care provider with an essential review of nursing care and interventions designed for the ICU setting. The second day of this lecture series will combine both the critical care and the progressive care areas. Information essential to each will be presented in a combined method still complying with AACN’s certification blueprint. The third day will be specifically for the progressive care provider and complete AACN’s blueprint for system review. This review is not an introduction to the environment of the ICU or PCU, but a comprehensive update for the professional already in practice at the bedside and preparing for either or both of the certification examinations.

Program Learning Outcomes

This program prepares the learner to:

• Discuss and practice test-taking skills.
• Review critical anatomy, physiology and pathophysiology of each system.
• Discuss significant assessment and diagnostic findings relevant to the critical and/or progressive care environment.
• Discuss clinical presentation as well as specific patient management of commonly seen critical care conditions.

Agenda

Sign-in begins at 7:30 am. Each day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

Day 1, 8:00 am to 4:30 pm
CCRN Only

• Cardiovascular
  Physiology and Hemodynamics | Cardiac Pharmacology | Acute Coronary Syndrome | Acute Myocardial Infarction | Heart Failure, Pulmonary Edema | Cardiogenic Shock | Acute Peripheral Vascular Insufficiency | Cardiomyopathy | Hypertensive Crisis | Structural Heart Defects

• Pulmonary
  Assessment and Physiology | Acute Respiratory Failure | Ventilator Strategies | ARDS | Pneumonia | Pulmonary Embolus | Asthma | Chest Trauma | Pulmonary Hypertension

• Neuro Assessments
  Space-Occupying Lesions | Seizure Disorders | Stroke | Brain Death | Encephalopathy | Neurologic Infectious Disease

Day 2, 8:00 am to 5:00 pm
CCRN/PCCN Combined

• Exam Preparation
  Requirements | Study Techniques | Resources, References and Practice

• Professional Caring and Ethical Practice
  Synergy Model | Systems Thinking | Advocacy and Moral Agency | Response to Diversity | Facilitation of Learning | Clinical Inquiry

• Hematology
  Life-Threatening Coagulopathies | Anemia | Thrombocytopenia

• Endocrine
  Diabetic Ketoacidosis | HHS | SIADH | Diabetes Insipidus | Hypoglycemia

• Renal
  Renal Assessment | Acute Renal Failure | CKD | Electrolyte Imbalances | Integumentary Disorders

• Gastrointestinal
  GI Hemorrhage, Hepatic Failure | Acute Pancreatitis, Bowel Infarction | Abdominal Trauma | GI Infection | GI Motility Disorders

• Behavioral and Psychosocial
  Delirium and Dementia | Mood Disorders and Depression | Substance Abuse | PTSD, Suicidal Behaviors

• Multisystem Failure
  Bariatric Complications | Healthcare-Associated Infections | Sepsis Continuum | Shock States, MODS | Multisystem Trauma | Toxic Exposure/Ingestions

Day 3, 8:00 am to 4:30 pm
PCCN Only

• Cardiovascular
  Assessment and Physiology | Cardiac Pharmacology | Acute Coronary Syndrome, STEMI | Post CABG | Heart Failure, Pulmonary Edema | Peripheral Vascular Disease | Aneurysm | Acute Inflammatory Disease | Dysrhythmias | Cardiomyopathies | Cardiac Tamponade | Valvular Disease | Genetic Cardiac Disease

• Pulmonary
  Assessment and Physiology | Acute Respiratory Distress and Failure | Acute Lung Injury | Respiratory Infections | Pulmonary Embolus | Severe Asthma, Chronic Lung Disease | Pneumothorax | Pulmonary Hypertension | Exacerbation of COPD | Sleep-Disordered Breathing | Thoracic Surgery

• Neuro Assessments
  Intracranial Hemorrhage | Seizure Disorders | Stroke | Brain Death | Encephalopathy | Neurologic Infectious Disease

This course combines content addressing domains of cognitive ability, critical thinking, clinical practice, research and evidence-based practice. This clinical and certification test review is based on a topical outline from the American Board for Transplant Certification. This course is designed for the experienced transplant nurse to focus his or her review of transplant content in preparation for the professional certification examination. This course also serves as a concise clinical update on care of the transplant patient from initial evaluation for transplant candidacy through transplantation, postoperative care, hospital discharge and follow-up.

Program Learning Outcomes

This program prepares the learner to:

• Articulate clinical and lab findings consistent with end-stage hepatic failure indicating possible transplant candidacy and make appropriate changes to the patient and family plan of care.
• Differentiate clinical and lab findings associated with organ rejection vs. acute infection.
• Identify potentially abnormal blood levels of immune-modulating agents and make appropriate recommendations for titration of therapy.
• Differentiate between hyperacute, acute and chronic rejection in the solid organ recipient and make appropriate recommendations for clinical management.
• Apply critical thinking strategies in managing the transplant patient in all phases of care from initial evaluation through transplant surgery, hospital discharge and follow-up.
   

Agenda

Sign-in begins at 7:30 am. Each day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

Day 1, 8:00 am to 4:00 pm

• Pathophysiology of Hepatitis C
  Hepatitis C Pathophysiology | Pathway to Hepatic Failure
• Multiple Indications for Liver Transplantation
  Fulminant Hepatic Failure | Hepatocellular Carcinoma | Toxin Exposure | MELD Score Factors and Calculation
• Considerations for the Patient in Hepatic Failure or Preop Liver Transplant Patient
  Multisystem Support | Neurologic Issues | Bleeding Issues
• Clinical Effects of Organ Failure Consequent to Hepatic Injury
  Brain Failure | Renal Consequences | Pulmonary Consequences | Hemodynamic Consequences
• Kidney and Pancreas Transplantation
  Kidney Transplant Indications | Pancreas Transplant Indications
• Management Considerations for Kidney and Pancreas Recipients
  Kidney Transplant Intraoperative Phase | Kidney Transplant Postoperative Phase | Pancreas Transplant Intraoperative Phase | Pancreas Transplant Postoperative Phase | Immediate Postoperative Period: SICU | Bleeding | Oxygenation | Hemodynamic Status | Lab Studies | Complications | Transplant Floor

Day 2, 8:00 am to 4:00 pm

• Immune System Physiology
  Immune System Anatomy and Physiology | Organ Recipient Issues | Physiology of Organ Rejection
• Immune Modulating Medications
  Classes of Agents
• Side Effects, Nursing Considerations and Indications of Immune Modulating Agents
  Calcineurin Inhibitors | Cyclosporine | Immune Globulin | Steroids | Timing of Therapy
• Assessment and Monitoring Parameters Associated with Post-transplant Complications
  Heart Transplant | Liver Transplant | Kidney Transplant | Pancreas Transplant | Lung Transplant | Infectious Complications | Psychosocial Concerns
• Clinical Findings of End-Stage Cardiac and Pulmonary Failure as Indications for Transplantation
  Cardiac Failure | Pulmonary Failure
• Patient and Family Education
  Pre-Transplant Education | Post-Transplant Education | Discharge Planning
• Ethical Considerations
  Confidentiality

This Certified Dialysis Nurse (CDN) Exam review course will provide a comprehensive overview of nephrology nursing, including concepts of kidney disease and treatment modalities to enable individuals to prepare for certification in nephrology nursing.

Program Learning Outcomes

This program prepares the learner to:

• State an increased ability to answer questions about all areas of chronic kidney disease patient care, including all modalities and care planning.

Agenda

Sign-in begins at 7:30 am. The day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

8:00 am to 5:00 pm

• Intrarenal Causes of Acute Kidney Injury | Effects of Chronic Renal Failure on the Integumentary System
  Normal Kidney Function | Stages 1-5 | Acute Kidney Injury | Chronic Renal Failure | Manifestations | Patient/Family Adaption

• Removal of Uremic Toxins from Dialysis Patient's Bloodstream
  Principles of Hemodialysis | Medication Administration | Water Treatment | Troubleshooting Protocols

• Impact of Central Vascular Catheter Access | Rationale for Isolating Hepatitis B Hemodialysis Patient
  Vascular Access | Infection Control | Care Planning  

• Process of Fluid Removal in Peritoneal Dialysis | Recognition of Peritonitis
  Principles of Peritoneal Dialysis | Adequate Dialysis | Signs and Symptoms of Infection | Teaching Patient/Family 

• Process of Wait List for Transplant
  Awaiting Kidney Transplant | Dialysis After Transplant | Returning from Failed Transplant

The CEN Exam Cram is a one-day, fast-paced, question-driven program. Are you the nurse who wants that last-minute to cram before the exam? Then this program is for you. There are no long lectures or tedious talks, just questions. Using over 400 questions and patient scenarios, we will review the twelve areas outlined by the CEN Blueprint. Whether you are preparing to take the CEN Exam or just want to test the waters; come test your emergency nursing knowledge and CRAM for the EXAM!

Program Learning Outcomes

This program prepares the learner to:

• Describe the CEN Exam, test plan and the practice requirements to sit for the exam.
• Understand test-taking strategies for successfully passing the CEN Exam.
• Identify common mistakes and pitfalls that are made during studying and testing for the CEN® Exam.
• Identify three ways to narrow down multiple-choice questions for the CEN Exam.
• Examine the 12 areas of content for the CEN Exam through test questions and didactic supplementation.

Agenda

Sign-in begins at 7:30 am. The day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

8:00 am to 5:00 pm

• CEN Exam Ins and Outs
• Professional Issues
• Shock
• Neurological Emergencies
• Environmental and Toxicology Emergencies
• Medical Emergencies
• Respiratory Emergencies
• Cardiovascular Emergencies
• Gastrointestinal Emergencies
• Genitourinary and OB/GYN Emergencies
• Orthopedic and Wound Emergencies
• Maxillofacial and Ocular Emergencies
• Psychological and Social Emergencies
• Summary and Conclusion

This course is a review of emergency nursing designed to assist the participant in successfully obtaining CEN certification. The course offers lectures, graphics, videos and practice questions in many of the areas that are tested on the CEN Exam. This review will provide not only a knowledge base for successfully completing the exam, but also a foundation for further study as the participant works towards emergency nursing certification. 

Why Be Certified

Program Learning Outcomes

This program prepares the learner to:

• Self-report at a 90% rate an increase in emergency-nursing knowledge that is needed to pass the CEN Exam.

Agenda

Sign-in begins at 7:30 am. Each day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

Day 1, 8:00 am to 5:00 pm

• CEN Exam Process
  Review of Exam | Test-Taking Strategies | Certification and Re-Certification

• Professional Issues
  Stabilization and Transport | End-of-Life Issues | Laws and Regulations | Evidence-Based Practice and Research | Disaster Planning | Critical Incident Stress Management | Ethics

• Shock
  Hypovolemic Shock | Cardiogenic Shock | Obstructive Shock | Distributive Shock

• Neurological Emergencies
  Headaches | Stroke | Head and Spinal Traumas | Neurological Disorders

• Environmental Emergencies
  Heat and Cold Related Illnesses | Burns | Submersion and Diving Injuries | Bites and Stings

• Toxicological Emergencies
  Toxicological Treatment Modalities | Review of Common Toxicological Agents

• Medical Emergencies
  Communicable Diseases | Endocrine Disorders | Hematological Disorders | Fluid and Electrolytes

Day 2, 8:00 am to 5:00 pm

• Respiratory Emergencies
  Disorders of the Upper and Lower Respiratory Tract | Chest Trauma

• Cardiovascular Emergencies
  Coronary Artery Disease | Other Disorders of the Heart | Vascular Diseases | Cardiac Trauma | Hemodynamic Monitoring

• Gastrointestinal Emergencies
  Medical Disorders Common to the GI Tract | Traumatic Injuries to the GI Tract | Traumatic Injuries to the GI Tract

• GU, OB and GYN Emergencies
  Disorders of the Male and Female GU Tract | Renal Disorders | Obstetrical Complications | Care of the Woman and Infant During and After Emergency Delivery | STIs | GU Trauma

• Musculoskeletal and Wound Emergencies
  Injuries to Bones and Joints | Compartment Syndrome | Fat Emboli | Wounds

• Maxillofacial and Ocular Emergencies
  Ocular Emergencies | Auricular Emergencies | Nasal Emergencies | Mouth and Throat Emergencies | Facial Trauma

• Mental-Health Emergencies
  Anxiety Disorders | Psychotic Disorders | Affect Disorders | Substance Abuse | Maltreatment Abuse

Successfully completing the Certified Flight Registered Nurse (CFRN) Exam is a challenge that has been accomplished by only a minority of flight nurses, exhibiting to others that the bearer has demonstrated a knowledge base in the specialty of emergency nursing that exceeds their peers.

Held in combination with the Certified Emergency Nurse (CEN) review course, this course is a review of emergency nursing designed to assist the participant to be successful in obtaining CFRN and CEN certification. Much of the material is similar between these two exams, offering lectures, graphics, videos and practice questions in many of the areas that are tested on the CEN and CFRN Examinations. This review will provide not only a knowledge base for successfully completing either exam, but also a foundation for further study as the participant works towards flight nursing
certification.

Program Learning Outcomes

This program prepares the learner to:

• Describe the CEN or CFRN Exam, test plan and the practice requirements to sit for the exam.
• Construct a study plan for the exam based on understanding the blueprint and domains of practice covered.
• Identify common mistakes and pitfalls that are made during studying and testing for the exam.
• Recall the core components covered in the exam through didactic supplementation and test questions.

Agenda

Sign-in begins at 7:30 am. Each day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

Day 1, 8:00 am to 5:00 pm
CEN/CFRN

• CEN Exam Ins and Outs
• Patient Care Management
• Shock
• Neurological Emergencies
• Environmental and Toxicological Emergencies
• Medical Emergencies

Day 2, 8:00 am to 5:00 pm
CEN/CFRN

• Respiratory and Thoracic Emergencies
• Cardiovascular Emergencies
• Gastrointestinal Emergencies
• OB, GYN and Genitourinary Emergencies
• Orthopedic Emergencies | Wound and Surface Trauma
• EENT and Maxillofacial Emergencies
• Psychiatric and Psychological Emergencies

Day 3, 8:00 am to 5:00 pm
CFRN Only

• CFRN Exam Ins and Outs
• Flight Physiology
  Gas Laws | Stresses of Transport | Effects of Altitude
• Advanced Monitoring and Management
  Art Lines | CVP | PA | IABP | VAD | X-Rays
• Advanced Airway Management
  RSI with Pharmacology | Management of the Difficult Airway | Alternative Airway Devices | Invasive and Non-Invasive Modes of Ventilation | Capnography | Pneumothorax Management
• Transport Considerations and Safety
  Communications and Frequencies | Crew Resource Management (AMRM) | Scene Management, Extrication, and Immobilization | Patient Packaging | Survival Concepts | Landing Zone Concepts | New Technology
• Case Scenarios, Jeopardy, and Practice Exam
  Advanced Pharmacology Review | Advanced Procedures | High Risk OB | Neonates

This course is designed to provide the practicing case manager with information to assist him or her in preparing for the CCM Exam and can serve as a review for the ACM and ANCC certifications. The content is also appropriate for those who are seeking a basic course in case management practice.

• A 300-page course manual, covering the content of the course plus resources for further self-study
• Overview of the CCM process and exam
• Intensives in core concepts, public benefits and workers’ compensation
• 130+ sample exam questions
• Self-assessment design.

Program Learning Outcomes

This program prepares the learner to:

• Obtain knowledge of concepts related to case management practice in addition to the essential knowledge areas for case management practice as identified by the CCM Commission and national standards.
• Describe the process for the CCM credential.
• Gain insight and resources for any further self-study needs for the CCM Exam.

Agenda

Sign-in begins at 7:30 am. Each day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

Day 1, 8:00 am to 4:00 pm

• Professional Development
• Intensive: Case Management Concepts
• Skills and Tools
• Outcome and Quality Management | Sample Questions
• Legal and Ethical Issues
• Sample Questions
• Skills and Knowledge Needed
• Cost-Benefit Analyses
• Legal Risk Challenges
• Federal Laws
• Five Guiding Principles for Ethical Practice
• Sample Questions
• Private Insurance Benefits

Day 2, 8:00 am to 4:00 pm

• Public Sector Benefits
• Intensive: Workers' Comp/Disability Insurance | Laws and Resources for the Disabled | Sample Questions
• Psychosocial Factors
• Complementary and Alternative Medicine
• Behavioral Health
• Sample Questions

The Certified Nurse Educator (CNE) review course covers all sections of the test blueprint and includes practice questions with strategies on how to answer them. Teaching strategies, including case studies and information from the Next Gen NCLEX, will be included. Further, the attendees will be provided with education on how to enhance their overall practice in areas of teaching, service and scholarship. Throughout the review, ways to engage in active immersion will be recommended, so faculty can apply what is learned.

Program Learning Outcomes

This program prepares the learner to:

• Self-report at a 90% rate an increase in knowledge as well as enhanced comprehension and appropriate engagement in teaching, service and scholarship in nurse education.

Agenda

Sign-in begins at 7:30 am. Each day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

Day 1, 8:00 am to 5:00 pm

• The Exam
  
  Introduction | Value of Certification | Eligibility | Handbook | Scheduling Exam | Exam Format | Study Plan | Maintenance | Renewal

• Facilitate Learning | Practice Items
  Content/Concepts | Setting | Learner Attributes and Needs | Learner Outcomes | Method of Delivery | Educational Theories | Social Determinants of Learning | Past Experiences

• Assessment and Evaluation Strategies | Practice Items
  
  Formative and Summative Evaluation Strategies | Evidence-Based Assessment | Learning Assessment | Assessment and Evaluation Data | Constructive Feedback 

   
• Curriculum Design and Evaluation of Program Outcome
  Admission | Progression and Retention | Graduation | Stakeholder Feedback

Day 2, 8:00 am to 5:00 pm

• Change Agent and Leader
  
  Organizational Effectiveness | Culture for Change | Diversity | Advocating for Nursing | Conflict Resolution
   
• Continuous Quality Improvement in Academic Nurse Educator Role
  
  Professional Nursing and Educational Organizations | Lifelong Learning | Feedback | Staying Current | Mentors | Self-Reflection

• Scholarship Culture
  
  Fostering Scholarly Inquiry | Qualities | Activities | Outcomes
   
• Organizational Environment and Academic Community
  
  Social, Technological, Economic, Political and Institutional Factors | Knowledge of Historical and Current Trends | Values of Civility and Professionalism | Support of Diversity and Inclusion Initiatives | Social Media | Budgetary Processes | Professional Role Boundaries | Development of Polices and Procedures

   

  Mini Practice Exam and Q&A

This course is a review of flight and transport nursing designed to assist the participant to be successful in obtaining CFRN certification. The course offers lectures, graphics, videos and practice questions in all the areas outlined by the CFRN Blueprint. This review will provide not only a knowledge base for successfully completing the exam, but also a foundation for further study as the participant works towards certification as a flight nurse.

Program Learning Outcomes

This program prepares the learner to:

• Describe the CFRN Exam, test plan and the practice requirements to sit for the exam.
• Construct a study plan for the exam based on understanding the blueprint and domains of practice covered.
• Identify common mistakes and pitfalls that are made during studying and testing for the exam.
• Recall the core components covered in the exam through didactic supplementation and test questions.

Agenda

Sign-in begins at 7:30 am. Each day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

Day 1, 8:00 am to 5:00 pm

• CFRN Exam Ins and Outs
• Flight and Transport Physiology
• Professional and Patient Care Issues
• Advanced Airway Management
• Shock
• Respiratory Emergencies and Chest Trauma
• Medical Emergencies
• Orthopedic and Wound Trauma

Day 2, 8:00 am to 5:00 pm

• Environmental and Toxicology Emergencies
• Maxillofacial Emergencies and Trauma
• Neurological Emergencies and Trauma
• Gastrointestinal Emergencies and Trauma
• Cardiovascular Emergencies
• Advanced Monitoring and Equipment
• Transport Considerations and Safety Operations
• GU and OB/GYN Emergencies and Trauma

This course is geared toward new charge nurses or charge nurses who would like to kick their skills up a notch. Most charge nurses are promoted because of their clinical skills but are lacking in the other basic skills they need to lead in today’s shifting healthcare environment. This course will cover basics, such as communication, conflict management, budgeting, relevant laws and other important concepts of leadership.

Program Learning Outcomes

This program prepares the learner to:

• Gain an increase in knowledge and confidence at an 80% rate to be more effective in the role as a nurse leader.

Agenda

Sign-in begins at 7:30 am. Each day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

Day 1, 8:00 am to 4:30 pm

• 10 Key Skills for Novice Nurse Leaders
  
  Capacity to Learn and Use Knowledge | Adaptability to Change | Communication | Conflict 
  Resolution | Delegation | Coaching/Precepting/ Mentoring | Decision Making and Problem Solving | 
  Prioritization and Time Management | Resilience | Self-Renewal
• Reflection and Discussion
• Leadership Styles and Theories of Leadership
  Situational | Transformational | Servant
• Emotional Intelligence
  Intrapersonal Domain | Interpersonal Domain | Why it Matters 
• Adaptability to Change
  Key Drivers | Models | Barriers
• Communication
  7 C’s | Barriers | Active Listening Skills
• Generational Diversity
  Workforce Today | Advantages to Multigenerational Workforce | How Do We Work Together?
• Conflict and Resolution
  Triggers | Management Styles | Fitting Strategy to Situation
• Teamwork
  High-Performance Teams | When to Use Team | Success | Failure
• Workplace Bullying/Lateral Violence
  
  Incivility | Bullying | Mobbing | Violence | Impact | Creating a Culture of Respect
• Discussion
  Handling Workplace Change | Recent Conflicts | Growing Successful Teams | Open Discussion

Day 2, 8:00 am to 4:30 pm

• Patient Experience
• Delegation
  Span of Control | Authority vs. Responsibility | Five Rights of Delegation | Barriers to Effective Delegation
• Prioritization and Time Management
  Basics | Eisenhower Matrix | Time Wasters | Tips for Organization
• Coaching, Mentoring and Precepting
  Novice to Expert Continuum | Adult Learning Principles | Critical Thinking
• Advancing Your Career
  
  Envisioning Your Future | 5 P’s of Career Progression | Networking
• Coping with Stress and Burnout
  Causes | Consequences | Compassion Fatigue | Burnout | Discussion
• Discussion
  What Skills Are You Taking Back to Work?
• Self-Renewal
  Resilience | Self-Care | Meditation and Mindfulness
• Discussion
• Questions

This course is designed to review the core curriculum content for the heart failure certification offered by the American Association of Heart Failure Nurses. By the end of the day, you will have learned the skills and strategies necessary to successfully master CHFN content and exam questions. The course assists the participant in ensuring that he or she has received, reviewed and practiced an understanding of the content and has a knowledge base to sit for the exam.

Program Learning Outcomes

This program prepares the learner to:

• Integrate evidence-based heart failure care into daily clinical practice.
• Engage heart failure patients in optimal self-care management.
• Construct a study plan for the successful completion of the heart failure nursing certification exam.
• Enhance heart failure patient outcomes through application of new knowledge and skills.

Agenda

Sign-in begins at 7:30 am. The day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

8:00 am to 4:30 pm

• Reduced LVEF vs. Preserved LVEF
  Definition of Heart Failure | Epidemiology | Systolic Dysfunction | Diastolic Dysfunction
• NYHA Classification System and ACC/AHA Stages of Heart Failure
• Pathophysiology of Heart Failure and Compensatory Mechanisms
  SNS | RAAS | Ventricular Remodeling | Cycle Progression | Natriuretic Peptides
• Physical Assessment and Diagnostic Results
  Extra Heart Sounds | Jugular Venous Assessment | Lab Values | Chest X-Ray | Echocardiogram | Invasive Studies
• Pharmacological Treatment Strategies
  Beta Blockers | ACE Inhibitors | Angiotensin Receptor Blockers | Aldosterone Antagonists | Digoxin | Hydralazine and Isosorbide Dinitrate | Diuretics | New Agents \ Medications to Avoid
• Acute Decompensated Heart Failure
  Criteria for Hospitalization | Causes of Decompensation | Hemodynamic Assessment | Vasoactive Medications | Impact of Pharmacological on LV Function | Additional Treatment Considerations | Criteria for Discharge
• Stage D (Advanced Heart Failure)
  Criteria | Hospice vs. Palliative Care | Home Inotropic Therapy | Advanced Therapies
• Comorbid Conditions
  Atrial Fibrillation | Mitral Valve Regurgitation | Aortic Stenosis | AKI and CKD | Diabetes | Sleep Apnea | HTN | CAD | COPD | Depression | Anxiety
• Self-Care Management
  Healthcare Literacy Issues | Caregiver Involvement | Educational Content | Self-Care Management vs. Self-Care Maintenance
• Quality Standards and Readmission Reduction Strategies
  Quality Indicators | HF Accreditation and Certification | Readmission Avoidance | Transitions of Care | Medication Reconciliation | Interdisciplinary Collaboration Across Continuum | Disease State Management 
• Assess Knowledge of Above Topics
  Interactive Practice Questions | Open Discussion

This two-day seminar has been developed to prepare nurses for the Subspecialty Certification in Cardiac Medicine (CMC) Exam. The seminar may also be used to provide education regarding acute and chronic cardiac disorders for all healthcare workers. The agenda content has been adopted based on the American Association of Critical Care Nurses (AACN) test blueprint for the CMC Subspecialty Exam. The content will be based on current guidelines from the American College of Cardiology and the American Heart Association. A case study approach will be used to comprehensively evaluate the assessment and management of cardiac patients.

Program Learning Outcomes

This program prepares the learner to:

• Describe the Subspecialty Certification in Cardiac Medicine Exam, test plan and the practice requirements to sit for the exam.
• Construct a study plan for the exam based on understanding the blueprint and domains of practice covered.
• Identify common mistakes and pitfalls that are made during studying and testing for the exam.
• Recall the core components covered in the exam through didactic supplementation and test questions.

Agenda

Sign-in begins at 7:30 am. Each day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

Day 1, 8:00 am to 4:30 pm

• Introduction: AACN Certification
  Test Requirements | Test Blueprint | Test-Taking Strategies

• Cardiac Anatomy and Physiology Review
  The Essentials | Anatomy: The Heart and Great Vessels | Coronary Artery: Anatomy and Physiology | Sympathetic and Parasympathetic Systems | Electrical and Mechanical Function

• Cardiac Assessment
  Critical Components | Cardiac, Vascular Assessment | Hemodynamics | ECG

• Cardiac Pathophysiology
  Coronary Artery Disease | Assessment | Diagnosis and Treatment Modalities

• Heart Failure
  Incidence and Statistics | Diagnosis | Treatment Modalities

• Valvular Disease: Physical Findings, Diagnosis, Treatment
  Mitral Stenosis/Insufficiency | Aortic Stenosis/Insufficiency

Day 2, 8:00 am to 3:30 pm

• Introduction to Cardiac Surgery and Medical Intervention
  Interventions | Treatment Summary of Coronary Artery Disease and Heart Failure

• Indications for CABG and/or Valve Repair or Replacement
  Preoperative Assessment | Perioperative Period | Techniques of Surgery | Effects of Bypass | Effects of Hypothermia

• Aortic Aneurysm and Dissection
  Postoperative and Procedural Care | Goals | Immediate Interventions | Complications | Bleeding | DIC | Blood Products | Low Cardiac Output Syndrome

• Right Ventricular Failure and Pulmonary Hypertension
  Pulmonary Complications | Neurological Complications | Renal Complications | Gastrointestinal Complications

• Summary

This two-day seminar is designed to prepare the cardiac medical and cardiac surgical nurse to take the AACN
certification exam for cardiac medicine and/or surgery. The course focuses on adult cardiac abnormalities with a concentration on nursing assessment and medical/surgical interventions. Coronary artery disease, acute coronary syndrome, heart failure and endocarditis will be the major topics of discussion, with related medical and surgical interventions. The review will also include a brief review of pulmonary, hematology, neurology and gastrointestinal and renal systems as they pertain to the cardiac patient.

Program Learning Outcomes

This program prepares the learner to:

• Self-report an increase in knowledge reguarding care of the cardiac medicine and surgical patient at a 90% rate.

Agenda

Sign-in begins at 7:30 am. Each day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

Day 1, 8:00 am to 4:30 pm

• Introduction to the Exam
  Requirements | How to Apply | Test Specifics | Test-Taking Strategies

• Blueprint for the Exam
  Domains of Practice | Synergy Model

• Anatomy Review
  Heart and Great Vessels | Coronary Artery Anatomy and Physiology | Sympathetic and Parasympathetic System | Electrical and Mechanical Function

• Critical Components
  Cardiac and Vascular Assessment | Hemodynamics | ECG

• Coronary Artery Disease
  Assessment | Diagnosis | Treatment Modalities

• Heart Failure
   
• Cardiac Pathophysiology
  Heart Failure | Incidence and Statistics | Diagnosis | Treatment Modalities | Vavulare Disease | Mitral Stenosis/Insufficiency | Aortic Stenosis/Insufficiency

Day 2, 8:00 am to 3:30 pm

• Nursing and Medical Treatments of Cardiac Disease in Adults
  Medical-Surgical Interventions for Coronary Artery Disease, Vavular Disease and Heart Failure

• Plans of Care
  Preoperative Period | Techniques of Surgery | Effects of Bypass and Hypothermia

• Postoperative and Procedural Care Goals
  Immediate Interventions | Complications | Low-Cardiac Output Syndrome | Medications and Treatment Plans | Coordination of Three Proceses to Improve Cardiac Output

• Related Complications
  Pulmonary | Neurological | Renal | GI

• Sections of Core Content

This course is a review of all modalities of renal replacement therapy designed to assist participants to successfully obtain CNN certification. The course offers lectures, graphics and practice questions based on the CNN Exam blueprint. This review will provide the knowledge base necessary to pass the certification exam.

Why be Certified:
Those who successfully achieve certification exhibit a level of experience and expertise to provide excellent care to patients, as well as interact with other healthcare professionals for effective communication. In addition, certification can provide the opportunity to advance your career within the practice of nephrology nursing.

Program Learning Outcomes

This program prepares the learner to:

• Determine priority of needs for a CKD Stage 4 patient.
• Describe the evaluation process for donors and recipients of kidney transplants.
• Differentiate types of immunosuppressive therapy and potential side effects.
• Discuss the fluid balance assessment of the patient on Peritoneal Dialysis.
• Describe the relationship between flow, resistance and pressure in hemodialysis.
• Explain the consequences of not following the Conditions for Coverage mandated CDC guidelines for proper hand hygiene for dialysis patients.
• Contrast site rotation cannulation with the buttonhole cannulation techniques.
• Describe the multiple filters required in a water treatment system for hemodialysis.
• Verbalize how to complete a physical examination of the vascular access.
• Identify three risks factors that could make reuse dangerous to patients or staff.

Agenda

Sign-in begins at 7:30 am. Each day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

Day 1, 8:00 am to 5:00 pm

• CNN Exam Process
  Review of Exam | Test-Taking Strategies | Certification and Re-Certification

• Chronic Kidney Disease (CKD)
  Progression of Disease | Stages | Focus of Treatment | Education Needs: Diet, Medications, Vascular Access

• Peritoneal Dialysis (PD)
  Anatomy and Physiology | Procedure | PET Testing | Determining Adequacy | Issues: Pros and Cons

• Transplantation
  Types of Transplants | Workup | Listing | Immunosuppressive Drugs | Types of Rejection | Issues: Pros and Cons

• Nutritional Considerations
  Role of the Dietitian: Assessment, Anthropometric Measurements, SGA | Renal Diet: Needs, Losses, Restrictions | Medications | Electrolyte Concerns

Day 2, 8:00 am to 5:00 pm

• Hemodialysis and Concepts of Renal Failure
  Anatomy and Physiology | Manifestations | Causes of Renal Failure: Acute and Chronic | Principles of Hemodialysis | Vascular Access: Types, Education, Pros and Cons | Cannulation Techniques

• Infection Control
  Occupational Safety and Health Administration (OSHA) Regulations: Bloodborne Pathogens, Infection Control Plans | Centers for Disease Control and Prevention (CDC) Recommendations | Conditions for Coverage (CfC) Regulations | Issues: Hand Hygiene and Surface Cleaning; Isolation Requirements; Resistant Organizations; Vascular Access Risks; Machines

• Water and Reuse
  American Advancement for Medical Instrumentation (AAMI) Regulations | Conditions for Coverage | Testing Requirements | Allowable Limits and Action Levels | Water Filters | Reuse: Practice, Pros and Cons, Issues

• Acute Dialysis and Renal Replacement Therapies
  Acute Kidney Injury | CVV | CVVH | CVVHD | Indications for Therapy

This course is designed for perioperative nurses who want to be successful in passing the CNOR Certification Exam. The course content will review each section of the exam blueprint provided by CCI® while highlighting AORN® Guidelines that pertain to the topics and various patient populations. The participant will also create a study plan and review test-taking strategies. The course is interactive, allowing time for participants to ask questions and completing practice tests.

Program Learning Outcomes

This program prepares the learner to:

• Self-report an increased knowledge of AORN Guidelines that will allow him or her to pass the CNOR Exam.

Agenda

Sign-in begins at 7:30 am. Each day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

Day 1, 8:00 am to 4:30 pm

• You Got This: CNOR Certification
  Assessment of Current Knowledge | Review of Exam Information | Day of Testing Requirements | How to Create a Study Plan | Test-Taking Strategies
• Pre/Postoperative Patient Assessment and Diagnosis
  
  Use of Universal Protocol with Procedure | Advance Directive Status | Assessment Techniques, Age and Culturally Appropriateness | Medication Reconciliation | Patient Data and Pain Assessment | Focused Assessment Relevant to the Procedure | Related Patient and Family Teaching | Nursing Diagnosis
• Individualized Plan of Care Development and Expected Outcomes
  
  Expected Patient Outcomes Related to Procedure | Patient-Centered Perioperative Plan of Care | Perioperative Interventions for Patient | Evaluate Patient Responses to Plan of Care | Ensure Perioperative Safety | Critical 
  Thinking and Perioperative Nursing Care
• Intraoperative Activities: Safety and Setup
  Body Mechanics | Environmental Requirements and Hazards | Sterile Field Setup and Maintain | Surgical Counts | Medication Preparation | Manufacturer’s Instructions | Implants
• Intraoperative Activities: Patient in the Room
  Comfort Measures | Patient Advocate | Anesthesia Management | Patient Positioning | Surgical Site Preparation | Case Setup | Universal Protocol | Implant Management
• Intraoperative Activites: Case Conclusion
  Specimen Management | Wound Closure and Dressing | Wound Classification | Intraoperative Blood Transfusion | Communication with Patient Support Person
• Professional Accountabilities
  Scope of Practice | Accountability | Ethics and Professional Standards | Quality Improvement Activities | Personal Growth and Professional Organizations

Day 2, 8:00 am to 4:30 pm

• Review of Concepts
  Universal Protocol | Data and Pain Assessment | Patient and Family Teaching | Patient-Centered Perioperative Plan of Care | Critical Thinking and Perioperative Nursing Care | Patient Positioning | Surgical Site Preparation/Counts
• Infection Preparation
  
  Environmental Cleaning | Handling and Disposal of Hazardous/Biohazard Materials | Personal Protective Equipment | Perioperative Zones and Surgical Attire | Hand Hygiene
• Instrument Sterilization
  Spauling Classification System | Sterilization Process | Single-Use Items | Instrument Management Documentation | Quality Assurance with Instrument Processing | Handling of Instruments Outside the Facility | Environmental Conditions for Instrument Storage
• Emergency Situation
  
  Process | Malignant Hyperthermia | Anaphylaxis | Cardiac Arrest | Trauma | Hemorrhage | Local Anesthetic Systemic Toxicity | Interdisciplinary Team Functions | Safeguard from Environment and Disasters
• Intraoperative Activities: Management
  
  Equipment, Supplies, Personnel | Product Integrity and Expiration Dates | Cost Containment Measures | Product Evaluation and Selection | Supervision and Education of Team | Delegation | Visitor Management | Environmental Stewardship
• Communication and Documentation
  

  Record Care | Collaboration | Interdisciplinary Communication | Outcomes Across Continuum of Care | Discharge Instructions | Solutions to Communication Barriers | HIPAA | Read Back/Teach Back

  Review of Concepts
  

  PPE | Spaulding Classification | LAST, MH | Scope of Practice | Transfer of Care | Counting | Hazardous Materials

   

   

   

   

   

   
  
   

The CNRN Exam Cram course is designed to provide the neuroscience nurse a review of the topics presented in the CNRN Examination. The course outline is based upon the blueprint of the CNRN Examination provided by ABNN. The course provides the participant with hints and easy ways to remember certain pertinent information.

Program Learning Outcomes

This program prepares the learner to:

• State the CNRN Exam, test plan and the practice requirements to sit for the exam.
• Construct a study plan for the exam based on understanding the blueprint and domains of practice covered.
• Identify common mistakes and pitfalls that are made during studying and testing for the exam.
• Recall the core components covered in the exam through didactic supplementation and test questions.

Agenda

Sign-in begins at 7:30 am. Each day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.
 

8:00 am to 4:30 pm

• Cerebrovascular Conditions

• Brain/Spine Trauma

• Chronic Neurological Conditions

• Neuro Immune/Infections

• Neuro Pediatric/Developmental Conditions

• Brain/Spine Tumors

• Seizures

The CNRN Exam Review course is designed to provide the neuroscience nurse a review of the topics presented in the CNRN Examination. The course outline is based upon the blueprint of the CNRN Examination provided by ABNN. The course provides the participant with hints and easy ways to remember certain pertinent information.

Program Learning Outcomes

This program prepares the learner to:

• Describe the CNRN Exam, test plan and the practice requirements to sit for the exam.
• Construct a study plan for the exam based on understanding the blueprint and domains of practice covered.
• Identify common mistakes and pitfalls that are made during studying and testing for the exam.
• Recall the core components covered in the exam through didactic supplementation and test questions.

Agenda

Sign-in begins at 7:30 am. Each day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

Day 1, 8:00 am to 4:30 pm

• Neurotrauma
  Traumatic Brain Injury | Spinal Cord Trauma

• Seizures
  Definitions | Classifications | Post Seizure | Diagnostics | Treatment Status Epilepticus

• Cerebrovascular
  Risk Factors | Physiology | Symptoms | Emergency Management

• Pediatric and Developmental
  Chiari Malformations | Spina Bifida | Cerebral Palsy

Day 2, 8:00 am to 4:30 pm

• Chronic Neurological
  Pain Management | Benign Headaches | Balance Disorders | Dementia | Movement Disorders

• Tumors
  Classification of Brain Tumors | Common Primary Brain Tumors | Presentation | Prognosis | Treatment

• Immune/Infections
  Meningitis | Prion Disease | Multiple Sclerosis | Myasthenia Gravis | Demyelinating Polyneuropathy | Amyotrophic Lateral Sclerosis

This course is designed for nurses working in the perianesthesia setting who plan to take the CPAN Exam. The course will focus on core concepts defined by ASPAN™ for caring for all populations.

Program Learning Outcomes

This program prepares the learner to:

• Review key concepts and topics related to the APBANC test blueprint for a candidate to successfully challenge the CPAN Exam.
• Review patient clinical data with a focus on perianesthesia complications, anesthesia techniques and drug therapy and perianesthesia medications.
• Examine practice standards, legal and regulatory requirements related to perianesthesia nursing.
• Discuss test-taking strategies and critical thinking components for a successful CPAN Exam.

Agenda

Sign-in begins at 7:30 am. Each day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

Day 1, 8:00 am to 4:00 pm

• The Exam
  CPAN Exam | Certification Preparation | Test-Taking Strategies

• Practice Standards
  The Professional Nurse | Overview of Perianesthesia Nursing and ASPAN Standards

• Legal, Regulatory and Professional Issues
  Legal Terms | Regulatory Bodies | Professional Issues

• Assessment of the Perianesthesia Patient
  Nursing Process in the Perianesthesia Setting | Perianesthesia Nursing Assessment

• Age Specific Care in the Perianesthesia Setting
• Patient Clinical Data Related to Perianesthesia Nursing
  Fluid and Electrolyte Balance | Chemistry Labs | Hematology and Blood Transfusions | ABG Interpretation

Day 2, 8:00 am to 4:30 pm

• Anesthesia
  Anesthetic Techniques and Blocks | Anesthetic Agents, Drugs and Adjuncts | Herbal Drugs and Homeopathic Treatments Related to Anesthesia Outcomes

• Medications in the Perianesthesia Setting
  Common Medications Used in Perianesthesia Nursing | Pain Management

• Patient and Family Education
• Perianesthesia Complications
  Airway Emergencies | Cardiovascular Emergencies | Hemodynamics | Neurologic Complications | Post-Op Nausea and Vomiting | Malignant Hyperthermia | Management of Hypothermia

This course is designed for nurses working in the perianesthesia setting who plan to take the CPAN/CAPA Exam. The course will focus on core concepts defined by ASPAN™ for caring for all populations.

Program Learning Outcomes

This program prepares the learner to:

• Describe the CPAN/CAPA Exam, test plan and the practice requirements to sit for the exam.
• Construct a study plan for the exam based on understanding the blueprint and domains of practice covered.
• Identify common mistakes and pitfalls that are made during studying and testing for the exam.
• Recall the core components covered in the exam through didactic supplementation and test questions.

Agenda

Sign-in begins at 7:30 am. Each day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

Day 1, 8:00 am to 4:00 pm

• The Test
  CPAN and CAPA Test | Certification Preparation | Test-Taking Strategies

• Practice Standards
  The Professional Nurse | Overview of Perianesthesia Nursing and ASPAN Standards

• Legal, Regulatory and Professional Issues
  Legal Terms, Regulatory Bodies and Professional Issues

• Assessment of the Perianesthesia Patient
  Nursing Process in the Perianesthesia Setting | Perianesthesia Nursing Assessment

• Age Specific Care in the Perianesthesia Setting
• Patient Clinical Data Related to Perianesthesia Nursing
  Fluid and Electrolyte Balance | Chemistry Labs | Hematology and Blood Transfusions

• ABG Interpretation

Day 2, 8:00 am to 4:45 pm

• Anesthesia
  Anesthetic Techniques and Blocks | Anesthetic Agents, Drugs and Adjuncts

• Herbal Drugs and Homeopathic Treatments Related to Anesthesia Outcomes
• Medications in the Perianesthesia Setting
  Common Medications Used in Perianesthesia Nursing | Pain Management

• Education
  Patient and Family Education

• Perianesthesia Complications
  Airway Emergencies | Cardiovascular Emergencies | Hemodynamics | Neurologic Complications | Post-Op Nausea and Vomiting | Malignant Hyperthermia | Management of Hypothermia

This course is designed to prepare the nurse for the Certified Pediatric Emergency Nurse (CPEN) Exam* by providing a comprehensive, focused review based on the detailed content outline in a manner that is easy to understand and apply to real world clinical scenarios. Modules related to pediatric emergencies, including trauma, specific body systems and environmental issues, will be presented. Additionally, test preparation and the medicolegal and ethical components of care will be discussed. Each module will cover the pathophysiology, common symptoms, assessment findings, appropri-ate nursing interventions and patient/family education for each diagnosis in a manner that engages the learner and encourages interactive learning.

Program Learning Outcomes

This program prepares the learner to:

• Acquire the required knowledge for pediatric emergency diagnoses and interventions to successfully pass the certification exam.
• Confidently relate components of triaging pediatric patients and address specific illness and injuries to include proper assessment parameters and nursing interventions in conjunction with executing patient and family-centered care.

Agenda

Sign-in begins at 7:30 am. Each day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

Day 1, 8:00 am to 5:00 pm

• About the Test, Test-Taking Skills
  Test Outline | Different Types of Test-Takers and Strategies

• Triage of the Pediatric Patient
  Visual Assessment | Pediatric Assessment Triangle | Triage Priority Based on Acuity and Resources | Isolation

• Professional Issues
  Consent for Treatment | Preservation of Forensic Evidence | Chain of Custody | Governmental Regulations | Emergency Preparation | Family-Centered Care | Evidence-Based Practice

• Pain Control, Procedural Sedation
  Pain Assessment | Pharmacological and Nonpharmacological Interventions | Procedural Sedation

• Physical Exam, History Taking
  Surveys | Behavioral Status, Risk | Milestones | Special Needs | Sexual Orientation | Perception | Family Dynamics

• Shock: Recognition, Management
  Sepsis | Cardiogenic | Allergy Medication, Anaphylaxis

• Respiratory Emergencies
  Upper Airway | Lower Airway

• Cardiovascular Emergencies
  Rhythm Disturbances | Infections | Congenital Conditions

• Toxicology, Dermatological Emergencies
  Ingestions/Poisoning | Carbon Monoxide | Drug Interactions/Withdrawal | Foreign Body | Infections | Rashes

Day 2, 8:00 am to 5:00 pm

• Neurological Emergenices
  Infections/Medications | Seizures | Shunt Dysfunction | Headache/Migraine/Tumor | Stroke | Congenital Conditions

• Gastrointestinal Emergencies
  Foreign Body | Obstruction | Infections | Irritable Bowel Disease | Gastro Bleeding | Nutrition | Congenital Conditions

• Genitourinary Emergencies
  Infections/Medications | Male Emergencies | OB/GYN Emergencies

• HEENT Emergencies
  Maxillofacial | Ocular

• Musculoskeletal Emergencies
  Foreign Body | Infections | Congenital Conditions | Fractures, Dislocations, Sprains | Compartment Syndrome

• Neonatal Emergencies
  Infections | Hyperbilirubinemia | Thermoregulation | Fluid-Electrolyte Balance | Newborn Resuscitation

• Behavioral Emergencies
  Self-Injury | Mood Disorders | Suicide | Homicidal Ideations | Acute Psychosis | Aggressive Behavior | Substance Abuse | PTSD | Pervasive Developmental Disorders

• Medical Emergencies
  Hematologic/Oncologic | Endocrine/Metabolic | Communicable | Maltreatment | Environmental | Envenomation

• Trauma
  Respiratory | Cardiovascular | Neurological | Gastrointestinal | Genitourinary | Skin

*CPEN® and the test name Certified Pediatric Emergency Nurse exam are property of the trademark holder: the Board of Certification for Emergency Nursing (BCEN®). 

This two-day seminar is for nurses who care for pediatric patients. This course serves as a review for the Certified Pediatric Nurse (CPN)* Exam. The CPN Exam is for the nurse who has pediatric practice experience and who demonstrates knowledge and abilities related to pediatric nursing beyond basic RN licensure.

Program Learning Outcomes

This program prepares the learner to:

• Describe the Certified Pediatric Nurse Exam, test plan and the practice requirements to sit for the exam.
• Construct a study plan for the exam based on understanding the blueprint and domains of practice covered.
• Identify common mistakes and pitfalls that are made during studying and testing for the exam.
• Recall the core components covered in the exam through didactic supplementation and test questions.

Agenda

Sign-in begins at 7:30 am. Each day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

Day 1, 8:00 am to 4:00 pm

• Anatomy of the Exam | Test-Taking Strategies
• Assessment and Child Development
• Health Promotion
• Immunizations
• Child Maltreatment
• Chronic Care | End of Life
• Management of Illness: Respiratory Conditions
• Management of Illness: Emergency Trauma
• Management of Illness: Dermatologic Conditions
• Sample Questions

Day 2, 8:00 am to 3:30 pm

• Management of Illness: Gastrointestinal Conditions
• Management of Illness: Neurologic Conditions
• Management of Illness: Endocrine, Metabolic
• Nursing Professional Role
• Management of Illness: Infectious Disease
• Management of Illness: Cardiovascular
• Management of Illness: Renal
• Management of Illness: Hematologic Conditions, Oncology
• Management of Illness: Musculoskeletal Conditions
• Sample Questions

*CPN® and the test name Certified Pediatric Nurse exam are the property of the trademark holder: the Pediatric Nursing Certification Board (PNCB). PNCB is not affiliated with MED-ED or this website.

Although there are many programs available for those working in critical care, there is a need for those who are considered the “experts” to be challenged and further build their critical-thinking skills. With the constant changes in evidence-based practice driving what and why we do what we do, for many of us the only way to stay on top of the changes is through interaction in seminar format. Come learn, grow and be challenged as we move beyond the basics with the sickest of our patients.

Program Learning Outcomes

This program prepares the learner to:

• Apply advanced critical thinking skills in the management of the complex critically ill patient.
• Identify current evidence-based practices for patient management.
• Discuss rationales for selected interventions, including invasive and noninvasive therapies.

Agenda

Sign-in begins at 7:30 am. Each day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

Day 1, 8:00 am to 4:30 pm

• Introduction
  Advanced Critical Care Concepts | Consequences of Critical Care Illness | Goals of Critical Care
• Advanced Assessment: Advanced Physiology Review
  The Complex Critically Ill Patient | Cardiac Function | Pulmonary Function
• Abdominal Assessment
  Intra-Abdominal Pressure | Compartment Syndrome | Assessment of Ileus and Complex Syndromes of Bowel Complications | Feeding Assessment | C. difficile
• Neurological Assessment
  ICP Monitoring | Advanced Assessment of Increased ICP | Cerebral Blood Flow Issues
• Hematology, Summary of Complex Critical Illness
  Review of Coagulation

Day 2, 8:00 am to 4:00 pm

• Heart Failure
  Improvements in Function | Acute or Chronic Decompensation | IABP/VAD/TAH/Impella
• Neurological Injury
  Acute Brain Injury | Induced Hypothermic Therapy
• Pulmonary Injury
  Strategies of Ventilation | Diagnosis and Treatment of Pulmonary Hypertension | ARDS | Strategies to Improve Oxygenation | PAD Protocol and ABCDE | Pulmonary Embolus
• Sepsis
  Bundles of Care
• Summary
  How to Evaluate Your Practice | How to Institute Change in Your Practice

The purpose of this program is to provide a basic overview of common complications encountered in the critical care environment. We will discuss clinical assessment findings, as well as various etiologies that contribute to these conditions. This course will discuss the spectrum of chest pain, causes and treatment. We will provide an in-depth review of Acute Coronary Syndromes, recognition of ischemia vs. infarction, as well as treatment modalities for each. We will also review the various types of heart failure, differentiating between systolic and diastolic dysfunction, as well as treatment recommendations. As the number of patients diagnosed with heart failure continues to rise, we will also see an increase in comorbidities with our patients. Increased recognition and awareness of the pathophysiological processes are essential in providing safe, comprehensive care in today’s healthcare environment.

This course will also discuss pulmonary assessment skills, as well as a thorough review of arterial blood gas analysis and interpretation. Renal failure will also be reviewed; discussing the incidence and causes of both acute and chronic renal failure. We will end the course with a review of current data related to patients with sepsis—recognizing the signs and discussing Early Goal Directed therapy. Emphasis will be placed on early recognition and initiation of recommended protocols to improve patient outcomes.

Agenda

Sign-in begins at 7:30 am. Each day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

Day 1, 8:00 am to 4:30 pm

• Chest Pain: When to Worry
  ACS Protocols and Pharmacology | ECG: Ischemia or Infarction | Pericarditis | Non-Cardiac Conditions of Chest Pain

• Heart Failure: The Epidemic
  Evaluation of Heart Failure | Systolic vs. Diastolic Dysfunction | Treatment Modalities
• Pulmonary Assessment
  Physical Examination | The Chest X-Ray | ABG Interpretation
• The Patient with Shortness of Breath
  Acute Respiratory Failure | Pulmonary Embolism | ARDS
• Recognizing Renal Failure
  Acute Renal Failure | Chronic Renal Failure | The RIFLE Study and Criteria

Day 2, 8:00 am to 4:30 pm

• Neuro Complications: Acute Change in Level of Consciousness
  Assessment | Increased ICP | Labs and Data | Ischemic and Hemorrhagic Stroke | Delirium vs. Dementia
• Interpreting Lab Values
  Differentiating the CBC | Life-Threatening Electrolyte Disorders
• Interpreting Hemodynamic Parameters
  Fluid and Vasopressor Management | Waveform Analysis | Case Studies
• Troubleshooting Ventilators
  Modes | Complications | Case Studies in Troubleshooting
• Sepsis: Are You Ready?
  Identification of the Septic Patient | Bundles and Protocols | Treatment | Measuring Outcomes

This course teaches critical 12-Lead ECG skills, but the real value is that nurses can make a real difference in the care of their patients when they understand how to use the bedside monitor as an extension of the ECG. 12-Lead ECG con-cepts learned in this course can be applied to skilled monitoring at the bedside, allowing nurses to see changes in real time and alerting providers to issues requiring intervention.

Program Learning Outcomes

This program prepares the learner to:

• Determine the origin of a wide QRS rhythm on a 12-Lead or bedside monitor by understanding and analyzing the QRS morphology and knowing the correct leads for monitoring.
• Detect issues with coronary blood flow early in real time by analyzing the 12-Lead and the ST segment, setting alarms appropriately and knowing the correct leads for monitoring.
• Detect changes in the QT interval by using the correct technique for measurements on a 12-Lead ECG or bed-side monitor and alerting providers.
• Accurately interpret rhythm changes or ischemia and injury issues on 12-Lead ECG case studies and rhythm strips.

Agenda

Sign-in begins at 7:30 am. Each day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

Day 1, 8:00 am to 5:00 pm

• Historical Development of the ECG
• ECG Intervals and Waveforms | Laws of Electrocardiography
• The Normal 12-Lead
• Bundle Branch Block
• Ectopy vs. Aberrancy
• QT-Interval Analysis
• Ischemia, Injury or Infarction | Acute Coronary Syndrome
• Criteria for Wellens' Changes
• Interpreting Rhythm Strips and 12-Leads

This two-day seminar is for nurses providing care to rehabilitation patients. It is designed to enhance the skills of rehabilitation nurses working in a variety of inpatient or outpatient settings. Rehabilitation nursing standards of care and practice will be reviewed. Participants will gain additional skills to manage the complex needs of rehabilitation patients as well as work more effectively in the interdisciplinary team.

Program Learning Outcomes

This program prepares the learner to:

• Describe the history and evolution of rehabilitation care.
• Discuss the standards of care and practice for rehabilitation nurses.
• Discuss the role of the rehabilitation nurse in the care and treatment of patients across the continuum of care.
• Describe disease processes that relate to patients requiring rehabilitation.

Agenda

Sign-in begins at 7:30 am. Each day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

Day 1, 8:00 am to 5:00 pm

• History, Philosophy and Theories of Rehabilitation | Ethics and Bio-Ethics
• Nutrition
• Elimination
• Neuro Assessment
• Stroke
• Communication
• Brain Injury
• Cardiac and Pulmonary
• Sleep and Rest
• Q & A Session

Day 2, 8:00 am to 5:00 pm

• Neuromuscular Diseases
• Gerontological Nursing
• Growth and Development | Pediatric Issues
• Pain Management
• Orthopedic | Musculoskeletal | Disuse
• Self-Care and ADLs
• SCI
• Amputees
• Sexuality and Sexual Function
• Role Changes and Psychosocial Aspects of Disability
• Team Communication
• Case Management | Discharge Planning
• Test-Taking Strategies

Agenda

This two-day course is geared to providing the new and experienced nurse, CRNA and respiratory therapist with a review of cardiopulmonary system pathophysiology along with common issues seen often in today’s environment. Also a review of heart failure, along with pulmonary hypertension, will be presented with common treatment plans. Finally, a discussion and presentation of sepsis and its effects on the heart and lungs will also be presented. 

Program Learning Outcomes

This program prepares the learner to:

• Describe the cardiac electrical system in atrial fibrillation and atrial flutter.
• Understand how cardiac ablation works to correct atrial disturbances.
• Have a better understanding of the cardiac and respiratory systems’ pathophysiology.
• List the different types of pulmonary hypertension.
• Describe how sepsis affects both the heart and lungs.

Agenda

Sign-in begins at 7:30 am. Each day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

Day 1, 8:00 am to 4:00 pm

• Cardiac Anatomy and Pathophysiology
• Heart Blocks
• Atrial Fibrillation
• Atrial Flutter
• Supraventricular Tachycardia
• Heart Failure
• Cardiac Medications

Day 2, 8:00 am to 3:30 pm

• Respiratory Anatomy and Physiology
• Ventilator Modes | CPAP | BiPAP
• Acute Respiratory Distress Syndrome (ARDS)
• Chronic Obstetructive Pulmonary Disease (COPD)
• Pulmonary Hypertension
• Shock and Sepsis
• Case Scenarios | Q&A
   

This course is designed to update healthcare practitioners who care for patients with cognitive impairments. Areas that will be covered include pathophysiology, pharmacologic strategies, behavior and cognitive therapies and end-of-life care.

Program Learning Outcomes

This program prepares the learner to:

• Recognize individuals with different types of cognitive impairments.
• Identify pharmacologic interventions, including benefits and risks, of common medications used in the cognitively impaired individual.
• Formulate a behavior management plan for a cognitively impaired person.
• Identify the common pathways to death and management strategies for cognitively impaired individuals with advanced disease.

Agenda

Sign-in begins at 7:30 am. The day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

8:00 am to 4:00 pm

• Overview of Dementia
  Types | Pathophysiology | Treatment Strategies
• Pharmacologic Approach to Dementia
  Geriatric Pharmacology Principles | Interactions and Side Effects
• Family Dynamics
  Communication Strategies | Caregiver Stress
• Behavioral Approach to Dementia
  Disturbing Behaviors vs. Disturbed Behaviors | Staging Recommendations
• Dying with Dementia
  Common Causes | Terminal Anorexia and Dehydration | Comfort Measures

No matter what your area of expertise, no field in medicine spends enough time training you for radiographic or lab interpretation. Join us as we demystify the interpretation of both X-rays and lab findings to help you gain the clues you need to provide better care to your patients. What we understand, we can then use to set up the plan of the day, to progress the patient towards good outcomes and to predict the next step in the treatment goal. Data collection and understanding are important steps in the development of critical thinking. Join us and hone those critical thinking skills in this one-day program.

Program Learning Outcomes

This program prepares the learner to:

• Describe the intricacies of the CBC differential.
• Outline a three-part tool to facilitate the interpretation of ABGs.
• List five quick assessment tools to identifiy chest X-ray abnormalities.
• List abnormal lab findings, and their causes, that predict possible acute renal failure.
• Calculate the corrected calcium indicating need for intervention.
• Outline new lab findings that indicate high risk for severe sepsis.

Agenda

Sign-in begins at 7:30 am. The day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

8:00 am to 4:00 pm

• Why are Labs So Important?
  Findings and the Patient's Plan | Cost of Healthcare and Testing

• CBC
  Changes to WBC Counts | RBCs—Anemias and Polycythemia | H & H | Platelets | Critical Values for the CBC | The Differential—Now We're Looking for Clues! | Shift to the Left, Shift to the Right | Example of Shift to the Left

• Coag Labs
  The Coag Panel: APTT, PT, INR | The Clotting Cascade | Meds and the Coag Panel

• DIC Panels, Including D-Dimer
  Understanding DIC | Reading the DIC Panel | Treating DIC | Case Study

• Cardiac Labs and ECG Changes
  The Coronary Artery Tree | STEMI vs. NSTEMI | ECG Clues to Cardiac Muscles Ischemia and Infarct | Telling ACS from an Acute MI | Cardiac Panels | Troponin "Leaks"—Identifying Non-Cardiac Causes | Understanding the BNP | Case Study

• ABGs
  Understanding Compensatory Mechanisms | Normal Ranges | Abnormal ABG Findings and Common Causes | Three-Step Tool for Making Interpretation Fast and Easy | Practice Reading ABGs

• Labs of Sepsis
  SIRS, Sepsis, Severe Sepsis, Septic Shock and MODS | Identifying High Risk Populations | Lactate | Procalcitonin | Base Excess | WBCs and the "Shift" | Cultures and Sensitivities

• X-Ray Interpretation
  Points of Normal Chest X-Ray | Clues on the Chest X-Ray for Pulmonary Reasons | Clues on the Chest XRay for Cardiac Reasons | Fractures and Healing | Other Points of Interest

• The CMP = BMP + LFTs
  Understanding the Liver | Liver Function Tests | What are Abnormal Findings Telling Us? | Breaking the Total Bilirubin Down | Common Liver Failure Complications

This course will review test content outline and the associated competencies to prepare for the 2020 NCC subspecialty examination in Electronic Fetal Monitoring. Content will include fetal heart monitoring (FHM) pattern recognition and interpretation using NICHD definitions; review of the physiology of maternal fetal oxygenation and other factors impacting on the neuromodulation of fetal heart rate, complications of labor and the potential effects on FHM data; review interventions and management targeted to the physiology of FHR patterns. Content will be applied in the context of case studies. Adjunct fetal assessment, legal aspects of FHM and equipment troubleshooting will be reviewed.

Program Learning Outcomes

This program prepares the learner to:

• Apply NICHD terminology to fetal heart rate pattern recognition, interpretation and assessment.
• Discuss factors affecting fetal oxygenation, including fetal heart rate regulation; maternal and fetal physiology; complications of pregnancy and labor, drug effects and dysrhythmias.
• Use knowledge of the advantages and disadvantages of electronic fetal monitoring to provide information to the pregnant woman and her support person(s).
• Review appropriate nursing interventions and actions targeted to the physiology of the FHM patterns.
• Discuss adjunct fetal assessment, including fetal acid base interpretation and the biophysical profile.
• Incorporate knowledge of legal responsibilities and liabilities related to FHM data into a plan of care.

Agenda

Sign-in begins at 7:30 am. The day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

8:00 am to 4:30 pm

• Welcome and Overview
• About the Test, Test-Taking Skills
  Common Strategies | Recommended Practices for Preparation | Methods to Reduce Anxiety
• Equipment Overview and Patient Education
  Appearance of Artifact and Equipment Failure/Troubleshooting for Electronic Monitors | Elements of Patient Consent, Education and Application of EFM
• Physiology of Fetal Oxygenation: Extrinsic Factors
  Maternal Factors Affecting Fetal Oxygenation | Effects of Uterine Activity on Placental Circulation and Fetal Oxygenation
• Physiology of Fetal Oxygenation: Intrinsic Factors
  Fetal Cardio Regulatory Mechanism and Effects on Heart Rate | Effects of Baroreceptors, Chemoreceptors and Hormonal Influences on Fetal Heart Rate Regulation
• Pattern Recognition, Interpretation and Intervention
  Labeling FHR Patterns with Appropriate NICHD Terminology | NICHD Classification of FHR Patterns and Implications for Care
• Complications of Pregnancy and Birth
  Implications for Complications of Birth on FHR Patterns | Preterm Patterns | Hypertensive Disorders | Post-date Pregnancy | Diabetes | Infections | Multifetal Pregnancy
• Dysrhythmias and Variant Patterns
  Identifying FHR Dysrhythmias Based on Pattern Recognition
• Adjunct Fetal Assessment
  Auscultation | Fetal Movement Counting | Contraction Stress Testing | Biophysical Profile | Fetal Cord Blood Acid Base Results
• Professional Practice Issues and Key Point Review
• Questions, Course Wrap-Up and Evaluations

This intense one-day review will cover one of the most critical assignments for the ED nurse: triage. This program will review gathering a patient’s history, assessment skills and critical thinking. This course is designed to provide participants with a review of systems and discuss common emergencies for each system. Interactive triage case studies will challenge even the most seasoned nurses.

Program Learning Outcomes

This program prepares the learner to:

• Describe the benefits of a 5-level triage system.
• Assign the appropriate triage category to common ED presentations.
• Describe resources needed for a variety of patient complaints.
• Describe age-appropriate differences when triaging pediatric and geriatric populations.

Agenda

Sign-in begins at 7:30 am. The day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

8:00 am to 5:00 pm

• Goals and Guidelines for Triage
  History of Triage | Regulatory Considerations | Medical Screening | Types of Triage

• 5-Level Triage
  ESI | CTC-Canada | Manchester-United Kingdom | Australasion Triage Scale (ATS)

• The Triage Process
  Components | Quick Look Assessment | Patient History | Focused Physical Assessment | Red Flags | 
  Interventions | Resource Utilization

• Triaging Respiratory Complaints
  Respiratory Assessment | Respiratory History | Difficulty Breathing

• Triaging Cardiac Complaints
  Cardiac Assessment | Cardiac History | Chest Pain | ECG Changes | Differential Diagnosis of Chest Pain

• Triaging Abdominal Complaints
  Complaints by Quadrants | Separating the B’s From the C’s

• Triaging Neurological Complaints
  Stroke | Seizures | Head Trauma | LOC | Headaches

• Triaging EENT Complaints
  Ocular | Nasal | Dental | Facial | Throat/Neck Complaints

• Triaging Ortho/Integumentary Complaints
  Wounds | Ortho Injuries | Non-Traumatic Extremity Pain | Bites/Stings | Back Pain

• Triaging Psychiatric Complaints
  Alcohol and Drug Use | Altered Mental Status | Confusion | Depression | Suicidal Behavior/Ideation

• Specific Patient Populations
  Pediatric | Geriatric | Obstetric | Domestic Violence | Non-Accidental Trauma

• ESI Triage Process
  You Make the Call | Triage Case Studies

• Questions, Wrap-Up and Evaluation

This program provides a clinically applicable review of cardiovascular physiology and pathophysiology, cardiac assessment, cardiovascular pharmacology and interventions based on current guidelines for the most common cardiac disorders seen in clinical practice. Content includes a review of cardiac physiology that can be applied in daily practice, the physiological basis for cardiovascular drug therapy and the pathophysiology, diagnosis and guideline-based treatment strategies for heart failure, acute coronary syndromes and atrial fibrillation. Clinically useful tips on noninvasive assessment techniques and 12-Lead ECG interpretation can be applied in any clinical setting where cardiac patients receive care. Evidence-based practice standards for bedside cardiac monitoring for arrhythmia identification, ST-segment monitoring and QT interval monitoring provide a foundation for the delivery of high-quality patient care in any monitored setting. Take your knowledge of cardiovascular patient care to a higher level and improve outcomes for your patients.

Program Learning Outcomes

This program prepares the learner to:

• Increase knowledge in the pathophysiology and current management guidelines for heart failure patients.
• Increase knowledge in the pathophysiology and current management guidelines for patients presenting with acute coronary syndromes.
• Increase knowledge in the pathophysiology and current management guidelines for patients with ECG abnormalities.

Agenda

Sign-in begins at 7:30 am. Each day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

Day 1, 8:00 am to 4:30 pm

• Essential Cardiovascular Physiology
  Normal Cardiac Valve Function | Coronary Artery Anatomy and Blood Supply to the Heart | Cardiac 
  Conduction System | Origin of ECG Waves and Intervals | Determinants of Cardiac Output and 
  Noninvasive Evaluation | Blood Pressure Regulation
• Essential Assessment Skills
  Blood Pressure Evaluation | Evaluating Neck Veins | Heart Sounds | Compensatory Mechanisms for 
  Decreased Cardiac Output | Signs of Peripheral Hypoperfusion | Signs of Pulmonary Congestion
• Cardiovascular Pharmacology
  Manipulating Determinants of Cardiac Output | Balancing Myocardial O2 Supply and Demand | Altering the Renin-Angiotensin-Aldosterone System | ACE Inhibitors | Beta Blockers | Calcium Channel Blockers | 
  Antiplatelets and Anticoagulants | Vasoactive Drugs
• Essentials of 12-Lead ECG Interpretation
  Anatomy | Normal ECG Waves and Intervals | Easy Axis Determination | Bundle Branch Block
•  Acute Coronary Syndromes
  Pathophysiology | Diagnosis | ECG Signs of Ischemia vs. Injury | Identifying Site of Infarction | 18-Lead ECG | Guidelines for Managing ST-Elevation MI and Non-ST Elevation MI
  
   

Day 2, 8:00 am to 4:30 pm

• Understanding Heart Failure
  Pathophysiology | Systolic vs. Diastolic | Signs and Symptoms | Classification Systems | Acute 
  Decompensated HF | Drug Therapy | Biventricular Pacing | Ventricular Assist Devices
• Atrial Fibrillation: Risks and Management
  Pathophysiology | Detrimental Effects | Determining Stroke Risk | Management | Anticoagulation 
  Guidelines | Ablation and Surgical Management
• Cardiac Monitoring: Using the Bedside Monitor and 12-Lead ECG for Rhythm Identification
  Advantages and Disadvantages | Proper Electrode Placement for 5-Wire Systems | Best Practice for 
  Bedside Monitoring | Alternative Monitoring Leads | Best Leads for ST-Segment Monitoring | Technical Aspects of ST-Segment Monitoring | Supraventricular Tachycardias | Ventricular Tachycardias | Mechanisms of Aberrant Conduction | Differential Diagnosis of Wide QRS Tachycardias

This course provides healthcare professionals with a foundation of correlative neuro anatomy and physiology as it pertains to the neurological patient and his or her assessment. We will provide an overview of the pathophysiological processes and complications encountered in the neurologic patient. Clinical assessment findings will be discussed, as well as various etiologies that contribute to these conditions. An in-depth review of traumatic brain injuries, strokes and brain tumors will be provided, as well as the treatment modalities for each. The focus is on current management according to evidence-based guidelines.

Program Learning Outcomes

This program prepares the learner to:

• Correlate the neurologic patient assessment to anatomy and physiology
• List the evidence-based management strategies for the discussed neurological injuries and diseases. 

Agenda

Sign-in begins at 7:30 am. Each day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

Day 1, 8:00 am to 4:30 pm

• Anatomy and Physiology
  Meninges | CSF Productions and Circulation | Cortical Lobes and Subcortical Areas of the Brain | Brainstem
• Neurological Assessment
  Level of Consciousness | Motor Responses | Pupillary Assessment | Cranial Nerve Assessment | Brainstem Reflexes | Comatose Patient
• Brain Tumors
  Classification | Prognosis of Common Tumors | Presentation of Supra- and Infratentorial Tumors | Intraoperative Management with Debulking, Radiation Beads and Chemotherapy Wafers
• Traumatic Brain Injury
  TBI Mechanism of Injury | Skull Fractures | Epidural and Subdural | Primary and Secondary Injury | Anoxic Brain Injury | Management of Elevated Intracranial Pressure
• Spinal Cord Mechanism of Injury
  Incomplete Cord Injuries | Clearing C-spines | Emergency Management | Spinal Shock, Neurogenic Shock and Autonomic Dysreflexia

Day 2, 8:00 am to 4:00 pm

• Stroke Management
  Risk Factors | Stroke Physiology and Symptoms | Primary and Secondary Stroke | Fibrinolytic Therapy and Management Issues
• Cerebral Aneurysms
  Cerebral Aneurysms, Symptoms, Risk Factors, Complications and Management | Classification of Severity of SAH | Management of Aneurysm, Complications and Vasospasm Management Issues
• Infectious Disease in the Neurological Patient
  Bacterial Meningitis | Viral Meningitis | Neurocystercerosism Abscess | Encephalitis
• Seizures
  Seizure Classification | Risk Factors | Pharmacologic Management | Assessment | Treatment of Status Epilepticus
• Common Fluid and Electrolyte Disorders
  Diabetes Insipidous | SIADH | Cerebral Salt Wasting

The past several years have seen significant advances in the treatment of patients with acute and chronic pulmonary disorders. This comprehensive and interactive two-day seminar begins with an in-depth discussion of the normal and pathological physiology of the lungs. Attendees will be provided with a logical approach to the recognition and management of pulmonary diseases based on solid evidence-based practice guidelines. Attendees’ learning experience is enhanced throughout the course with presentations of challenging case studies. This teaching strategy provides opportunities for problem solving and applying newly learned concepts.

Program Learning Outcomes

This program prepares the learner to:

• Develop an in-depth understanding of the physiology and physics of oxygenation, ventilation and perfusion.
• Learn the ins and outs of integrated pulmonary assessment, including physical exam, imagery and labs.
• Gain confidence in the multimodal management of complex respiratory patients, including airway management, pharmacology and mechanical ventilation.

Agenda

Sign-in begins at 7:30 am. Each day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

Day 1, 8:00 am to 4:30 pm

• Oxygenation, Ventilation and Perfusion
  Oxyhemoglobin Dissociation Curve | Minute Ventilation | Oxygen Delivery vs. Oxygen Demand
• Blood Gases, Capnography and Pulse Oximetry Data
  Interpretation of ABGs | Waveform Capnography | Pulse Oximetry and Hemodynamics
• Physical Assessment and Imagery
  Inspect, Auscultate, Percuss | Radiographic Interpretation
• Airway Pharmacologic Agents
  Airway Smooth Muscle | Edema | Infection and Inflammation
• Basic and Advanced Airway Management
  Patient Positioning | Airway Adjuncts | Intubation Pharmacology | Intubation | Chest Tubes

Day 2, 8:00 am to 4:00 pm

• Non-Invasive and Invasive Mechanical Ventilation
  CPAP and BiPAP | Pressure vs. Volume Control | Triggers | Advanced Modes HFOV, APRV
• Complications of Mechanical Ventilation
  BaroTrauma and VoluTrauma | Oxygen Toxicity | Dyssynchrony | Ventilator-Associated Pneumonia
• Weaning and Extubation
  Criteria and Methods | Pearls and Pitfalls
• Ventilation and Oxygenation Issues
  Asthma | Pneumonia | Pulmonary Edema | Acute Respiratory Distress Syndrome
• Perfusion Issues: Putting It All Together
  Pulmonary Embolism | Cardiogenic Shock | Sepsis

Over 10% of the U.S. population has diabetes; it is seen in patients of all ages. This seminar will review the fundamental principles of diabetes management. From a review of the physiology and pathophysiology concepts of the pancreas and diabetes to the three diabetic emergencies, an array of topics will be covered. Both the acute care, as well as the primary care aspects of management will be discussed, including the different classes of medications and management priori-ties. With this knowledge, attendees will be better equipped to manage patients with diabetes.

Program Learning Outcomes

This program prepares the learner to:

• Self-report an increased knowledge in up-to-date and comprehensive to better meet the needs of patients with diabetes.

Agenda

Sign-in begins at 7:30 am. The day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

8:00 am to 4:00 pm

• Statistics, Impact and History of Diabetes | Anatomy Review | Physiology of Glucose Metabolism

• Types of Diabetes | Diagnostics Criteria | General Complications of Diabetes
   
• Diabetic Emergencies and Management
   
• Medication Review
   
• Principles of Diabetes Management

This course will offer participants an opportunity to learn about generational diversity in the workplace. From discussing the different generations currently in the workforce to learning about communication styles, this course offers opportunity to reflect upon the way we treat those working alongside us and to embrace our generational differences.

Program Learning Outcomes

This program prepares the learner to:

• Self-report a shift in thinking regarding those of different generations in the workplace at a 90% rate.

Agenda

The order of lectures presented may vary according to speaker preference.

2.5-Hour Live Webinar

• Generations
  Traditionalists | Boomers | Generation X | Millennials | Generation Z
• Generational Intelligence
  Life Cycle Effects | Cohort Effects | Period Effects
• Benefits of a Multigenerational Team
• Communcations Tips | Managing Generations Successfully | Shifting Our Thinking

This two-day review course is designed to help prepare the registered nurse to take the Gerontological Nursing Exam offered by the American Nurses Credentialing Center. The following core areas will be covered: aging principles and theories, normal aging changes, dementia, depression, delirium, cardiopulmonary problems, health promotion, neurological diseases, pharmacologic issues, hematologic and immunologic problems, GI/GU issues, environments of care and end-of-life issues. Practice questions will also be utilized. Even if you are not preparing to take the exam, this course will give you an excellent and consolidated review of geriatric topics.

Program Learning Outcomes

This program prepares the learner to:

• Describe the Gerontological Nursing Exam, test plan and the practice requirements to sit for the exam.
• Construct a study plan for the exam based on understanding the blueprint and domains of practice covered.
• Identify common mistakes and pitfalls that are made during studying and testing for the exam.
• Recall the core components covered in the exam through didactic supplementation and test questions.

Agenda

Sign-in begins at 7:30 am. Each day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

Day 1, 8:00 am to 4:00 pm

• Introduction and Test Format
• Aging Principles and Theories
  Demographics | Theories | Communication
• Assessment and Normal Aging Changes
  H & P Considerations
• The 3 D’s
  Dementia | Depression | Delirium
• Cardiovascular Problems
  CAD | AMI | CHF | PVD
• Respiratory
  Pneumonia | Influenza | TB | COPD
• Health Promotion
  Prevention Levels

Day 2, 8:00 am to 4:00 pm

• Neurological Problems
  CVA | Parkinson’s Disease
• Hematologic and Immunologic Problems
  Anemia | HIV
• End-of-Life Care
  Symptom Management | Advance Directives | Hospice Care
• GI and GU Problems
  GERD | UTI | Cancer
• Pharmacologic Issues
  Polypharmacy | ADRs
• Special Issues
  Pain | Decubitus Ulcers | Sexuality
• Metabolic and Musculoskeletal Problems
  Diabetes | Osteoarthritis
• Environments of Care
  Falls | Levels of Care

This course is designed for healthcare providers working with patients requiring hemodynamic monitoring. The course includes care of the patient with a pulmonary artery catheter and advanced less invasive hemodynamic monitoring. It includes accurate obtaining of readings, waveform analysis and interpretations. Case studies in hemodynamic monitoring will be reviewed.

Program Learning Outcomes

This program prepares the learner to:

• Discuss the preparation and insertion of the pulmonary artery catheter.
• Describe the method to obtain an accurate reading from the hemodynamic waveform including the identifying of the A and V waves.
• Discuss the newer less invasive hemodynamic monitors and provide scenarios for using these monitors.
• Discuss case studies using patients requiring hemodynamic monitoring.

Agenda

Sign-in begins at 7:30 am. Each day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

Day 1, 8:00 am to 3:30 pm

• Hemodynamic Parameters
  Cardiac Index: Preload, Afterload, Contractility, Heart Rate | What’s Normal—What’s Not | Factors that Affect Cardiac Index
• Ensuring Accuracy
  Patient Position: HOB and Side, Laying/Prone | Dynamic Response | Cardiac Output | Impact of Mechanical Ventilation
• Waveform Analysis
  Valvular Dysfunction: Mitral, Aortic and Triscupid | Effects of Dysrhythmias on Waveforms | Volume Changes and Tamponade
• Putting It All Together: Case Studies
  Left Ventricular Failure | Cardiogenic Septic Shock | Post Open Heart Surgery

Day 2, 8:00 am to 3:30 pm

• Noninvasive Hemodynamic Monitoring
  Technique | Stroke Volume Determination | Clinical Applications: CHF Management
• Therapeutic Intervention
  Inotropic Drugs | Afterload Reducers | Preload Reducers | Which Drug to Choose
• DO2/VO2 Relationships
  Definitions | Factors that Alter O2 Delivery and Consumption | Anaphylactic Shock and Acute Abdomen
• Putting It All Together: Case Studies
  Congestive Heart Failure (Acute) | Cardiac Surgery | Acute MI, Cardiogenic Shock | Pneumonia | Multisystem Trauma

The purpose of this two-day course is to enable the nurse to successfully pass the examination to be certified in hospice and palliative care. The information presented is applicable to nurses working with adults in diverse settings since patients with end-stage diseases reside either temporarily or permanently in multiple arenas. The dying process is included as it is imperative for nurses to understand and provide comfort and knowledge to patients and families.

Program Learning Outcomes

This program prepares the learner to:

• Integrate and apply the knowledge, skills and judgment to practice effectively and ethically in designated role of caring for seriously ill patients.
• Apply the specific scope and standards of palliative care principles to patients based on their goals of care in serious illness.
• Articulate the compassion, sensitivity, assessment and communication skills required for palliative nursing.
• Acquire the knowledge and skills necessary to successfully obtain certification in this specialty.
• Remain current in the practice of palliative care as this specialty evolves.

Agenda

Sign-in begins at 7:30 am. Each day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

Day 1, 8:00 am to 4:00 pm

• Introduction and Overview
  Registration | Scheduling the Examination | Weight of Content Topics

• Cancer
  Hematologic | Oncologic | Paraneoplastic

• Neurological Disorders and Stroke
  Amyotrophic Lateral Sclerosis | Nutrition and Hydration | Autonomic Symptoms | Goals of Care Decisions | ICU Placement for Poor Outcome

• Dementia
  Food and Fluid Decisions | Delirium | Medication Use and Behavioral Therapies

• Cardiopulmonary Heart Failure
  Medications for Pain and Dyspnea | Fluid Balance | Dyspnea | Fatigue | Devices that Extend Life

• COPD
  Pathophysiology of the Disease | Oral and Inhaled Medications | Respiratory Distress | Opioid Use | 
  Dyspnea | Anxiety | Exacerbations | Oxygen Use | Non-Invasive Ventilator Support

• Renal Failure
  Diseases of the Kidneys | Assessing Glomerular Filtration Rate | Fluid Balance | Medical Management | Dialysis Decisions | Specific Analgesia Required

• Liver Failure
  Causes | Ascites | Encephalopathy | Medications for Discomfort | GI Bleeding | Endoscopic Intervention for Esophageal Varices | MELD Scoring for Liver Failure Severity | Cachexia

• Palliative Symptom Management
  Review Goals of Care | Distressing Symptoms | Anorexia/Cachexia | Mobility | Skin Protection

• Pain Management: Assessment and Evaluation and Pharmacologic Interventions
  Past History | Current Etiology | Types of Pain | Psychosocial | Existential | Cultural | Fear | Depression | WHO Ladder | APS 12 Principles | Appropriate Pain Scales | Medications | Baseline and Breakthrough Pain | Side Effects | Equianalgesic Determination | Adjuvant Medications | Spiritual Issues | Therapies

• Symptom Management
  Dyspnea and Cough | Nausea and Vomiting | Constipation | Delirium | Depression | Anxiety

• Hospice and Palliative Emergencies
  Complications | Superior Vena Cava Syndrome | Spinal Compression | Acute Hemorrhage

Day 2, 8:00 am to 4:00 pm

• Approach to Test-Taking

• Care of the Patient and Family and Medicare Hospice Benefit
  Grief Process | Types of Grief | Bereavement Plan | Goals of Care | Risks and Benefits of Interventions | Assess for Desired Place of Death | Patient/Surrogate Elect the Benefit | Desired Hospice | Requirements for Certifications | Four Levels of Care

• Care of the Imminently Dying Patient and Management of Symptoms
  Signs and Symptoms | Change in Respirations | Mottling | Restlessness | Near-Death Awareness | Rales Dyspnea | Explanation of Interventions| Pharmacological and Non-Pharmacological | Spiritual Support | Presence | Teach Family to Recognize Stages in the Dying Process

• Professional and Regulatory Issues
  Nursing Standards | Practice Guidelines | Advance Directives | Professional Responsibilities | Domains of Care | Evidenced-Based Practice | Quality Assurance Practices

• Review Questions

Presented in lecture format, this course reviews topics for the National Certification Corporation (NCC) Inpatient Obstetric Nursing Exam. Elements of the exam will be discussed, followed by a review of the content. The major components include disease processes during pregnancy, fetal evaluation, application of fetal monitoring for the laboring client and postpartum and neonatal assessments. Practice questions will enable the participant to increase confidence and experience with test content.

Program Learning Outcomes

This program prepares the learner to:

• Describe the Inpatient Obstetric Nursing Exam, test plan and the practice requirements to sit for the exam.
• Construct a study plan for the exam based on understanding the blueprint and domains of practice covered.
• Identify common mistakes and pitfalls that are made during studying and testing for the exam.
• Recall the core components covered in the exam through didactic supplementation and test questions. 

Agenda

Sign-in begins at 7:30 am. Each day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

Day 1, 8:00 am to 4:00 pm

• Understanding the NCC Examination
  Preparing for the Exam | Reference Review
• Disease Processes
  Hypertension | Diabetes | Cardiac Disease | Pulmonary Disease | Infectious Disease | Hematological Disorders | Urinary & Renal Disease | GI Disease | Autoimmune Disorders
• Pregnancy Risk
  Teratogens | Substance Abuse | Domestic Violence | Obesity
• Antepartum Assessment
  Ultrasound | Non-Stress Testing | Contraction Stress Testing | Biophysical Profile | Fetal Movement Counting | Fetal Lung Maturity | Amniocentesis | Chorionic Villus Sampling (CVS) | Cordocentesis | Genetic Screening
• Electronic and Non-Electronic Fetal Monitoring
  Fetal Heart Rate Assessment | Acid-Base Assessment
• Physiology of Labor and Labor Management
  Uteroplacental Physiology | Theories on Labor Inititiation | General Labor Assessment | Stages of Labor

Day 2, 8:00 am to 4:00 pm

• Obstetrical Procedures
  Version | Episiotomy | Forceps and Vacuum Extraction 
• Obstetric Complications
  Dysfunctional Labor | Dystocia | Amniotic Fluid | Placental Problems | Preterm Labor | Multiple Gestation | Prolonged and Postterm Pregnancy | Obesity and Bariatric Surgery
• Postpartum
  Physiologic Changes | Complications | Family Adaptation | Lactation
• Newborn
  Adaptation to Extrauterine Life | Resuscitation | Gestational Age Assessment | Pathophysiology, Assessment of Newborn Disorders | Congenital Anomalies | Routine Care & Screening | Late Preterm Infant | Neonatal Abstinence Syndrome
• Professional Issues
  Patient Safety | Safe Staffing | Legal Issues | Nursing Ethics | Nursing Research | Evidence-Based Practice | Quality Improvement
• Practice Testing

Rapid and accurate interpretation of rhythms and 12-Leads during cardiac emergencies ensures optimal interventions,  resulting in improved patient outcomes. This 1-day program will provide a concise and systematic approach to the  interpretation of the ECG that includes instruction as to which leads are best suited to reveal important interpretive clues, along with descriptions of the subtle and not-so-subtle morphologic clues seen in potentially life-threatening conditions. Several electrocardiographic tracings and scenarios are presented throughout the day that will provide opportunities for interaction and practice. 

Program Learning Outcomes

This program prepares the learner to:

• Outline a systematic approach to the analysis and interpretation of rhythms and 12-Leads.
• Correlate lead selections with specific electrocardiographic abnormalities.
• Accurately interpret selected ECG rhythms and 12-Leads.

Agenda

Sign-in begins at 7:30 am. The day includes a break of 15 minutes. The order of lectures presented and break times may vary according to speaker preference.

8:00 am to 4:30 pm

• The Normal 12-Lead

• Rapid Calculations of Electrical Axis

• Acute Coronary Syndromes

• Bundle Branch Blocks: Right vs. Left

• Wide-Complex Tachycardias

• Interpretation Practice and Q&A

• Dangerous Bradycardias

• Electrolytes at Panic Levels

• Supraventricular Tachycardias: When to Worry!

• Putting it All Togethe: Testing Your Interpretive Skillsr

The accelerating rate of change in the world of healthcare has left many new and experienced leaders breathless to keep up. Effective leadership skills in this decade are substantially different than those of any other generation of nursing leaders. This seminar will discuss the new complex realities that today’s leaders face, and attendees will leave with strategies they can take immediately into the workplace.

Program Learning Outcomes

This program prepares the learner to:

• Discuss the skills effective leaders need to succeed and help move their organizations forward.
• Begin a personal professional development plan.
• Choose at least 5 action items that nurses can use the next day in their leadership positions.

Agenda

Sign-in begins at 7:30 am. Each day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

Day 1, 8:00 am to 4:30 pm

• Welcome and Introductions
• What the Quantum Leader Needs Today — Foundations
  Looking at Teamwork | Leadership Theory | Emotional Intelligence | Organizational Structure | Law and Legal Constructs | Organization and Entities | Communication

Day 2, 8:00 am to 4:30 pm

• Welcome and Day 1 Follow-Up
• Success in Facilitating Change
  Understanding the Adult Learner/Changer | Change Theory | Decision-Making Tools | Project Management Tools
• The Buck Stops Here — Finacial Math in a Moment
  Budgets and What They Mean | Financial Tools for Evaluating Programming | Payment Options | Understanding and Applying FTEs
• It's All About Me — Professional Development
  Tools for Self-Assessment | Goal Setting
• It's All About Me — Taking Care of the Caregiver
  Definition of Stress | Phases of Burnout | Building Your Own Foundation
• Discussion and Wrap-Up

The purpose of this seminar is to provide new and experienced charge nurses with concepts, strategies and competencies that will enhance success in this leadership role. Concepts of leadership and management will be discussed. Techniques to address the challenges of maximizing employee performance, shift work and lateral violence will be provided. Customer service tips and strategies will also be provided.

Program Learning Outcomes

This program prepares the learner to:

• Understand the importance of establishing both personal goals and unit goals.
• Identify techniques for improving communication as well as developing and maintaining trust in the workplace.
• Define intrinsic and extrinsic motivation and how to create a motivational work climate.
• Understand techniques for resolving conflict in the workplace, including how to diffuse an angry co-worker, physician, patient or family member.

Agenda

Sign-in begins at 7:30 am. The day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

8:00 am to 4:30 pm

• Push, Pull and Stroll: Concepts of Leadership and Management
  Envisioning Goals | Affirming Values | Communication | Delegation | Teamwork | Managing Change
• Maximizing Employee Performance Through Creative Motivational Techniques
  Intrinsic Motivation | Extrinsic Motivation | Positive Motivation | Negative Motivation
• Nursing’s Dirty Little Secret
  Lateral Violence | Workplace Bullying
• Working Weekends and Nights Can Be Shifty
  Negative Impact of Shift Work | Patient Safety | Workplace Productivity
• Just a Bunch of Happy Campers: Managing Satisfaction
  Improving Customer Satisfaction | Handling Employee Satisfaction | Conflict Resolution
• Complaint Management 101
  30 Tips on Handling Unhappy Co-Workers, Physicians, Patients and Families

The purpose of this seminar is to provide clinical nurses with the concepts, strategies and tools required to successfully care for today’s consumer of health care. Advanced critical thinking, managing complex patient problems, engaging the connected patient and quality care and service expectations will be addressed.

Program Learning Outcomes

This program prepares the learner to:

• Have a better understanding of the changing role of today’s nurse.
• Incorporate components of high quality, effective, safe patient care into practice.
• Bridge the gap between health care reform and the clinical nurse.

Agenda

Sign-in begins at 7:30 am. The day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

8:00 am to 4:00 pm

• Challenges Facing Today’s Nurse
  Managing Demands | Technology | Prioritization and Delegation
• Managing Rapidly Changing Conditions
  Failure to Rescue | Incorporating Lab Values | Proactive Management
• Advanced Critical Thinking
  Focused Assessments | Early Risk Identification | Evaluating Results
• Understanding Today's Healthcare Consumer
  HCAPS | Core Measures | CMS | Quality Matters
• Educating Today’s Connected Patient
  Teach Back Methodology | Social Media Platforms | Technology
• Success Strategies in Today’s Complex Health Care World
  Resources | The Power of Debriefing | Adult Learning Concepts

This course is designed for nurses who wish to take the NCC Certification Examination to obtain RNC-LRN designation. The course will focus on core concepts that are essential for caring for low-risk newborns. Course content has been designed specifically around NCC test content outlines and competency statements. Preparation is recommended prior to participation in this course. Recommended study resources, exam outlines and associated competencies can be found at www.nccwebsite.org.

Program Learning Outcomes

This program prepares the learner to:

• Describe the Low Risk Neonatal Nursing Exam, test plan and the practice requirements to sit for the exam.
• Construct a study plan for the exam based on understanding the blueprint and domains of practice covered.
• Identify common mistakes and pitfalls that are made during studying and testing for the exam.
• Recall the core components covered in the exam through didactic supplementation and test questions.
   

Agenda

Sign-in begins at 7:30 am. Each day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

Day 1, 8:00 am to 4:30 pm

• Maternal Risk Factors
• Fetal Circulation and Transition to Extrauterine Life
• Physical Assessment and Gestational Age Assessment
• Thermoregulation
• Neonatal Fluid Balance
• Neonatal Enteral Nutrition
• Q & A Session

Day 2, 8:00 am to 4:30 pm

• Glucose Metabolism
• Sepsis
• Gastrointestinal Conditions
• Arterial Blood Gases
• Respiratory Diseases and Modalities
• Hematological Conditions
• Cardiac Assessment of the Newborn
• Q & A Session

The hospitalized geriatric patient is at great risk for multiple complications that can result in increased morbidity and mortality. This two-day program is designed to provide the nurse and other healthcare providers with the up-to-date information necessary to provide excellent care for the acutely ill geriatric patient.

Program Learning Outcomes

This program prepares the learner to:

• Gain confidence in the management of the acutely ill geriatric patient.
• Increase awareness of early signs of complications that can occur in this high-risk patient.
• Improve recognition of key differences related to normal aging changes between younger and older patients.
• Develop a better understanding of current management strategies for the acutely ill and hospitalized geriatric 
  patient.

Agenda

Sign-in begins at 7:30 am. Each day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

Day 1, 8:00 am to 4:00 pm

• Intro to Geriatrics
  What is It? | Who is It? | Where is It?

• The Hazards of Hospitalization
  Immobility | Iatrogenesis | Functional Decline | Medication Errors

• The Physiologic Changes of Aging
  Cardiovascular | Pulmonary | Renal

• The ‘Pick’ Syndrome
  Acute Delirium vs. Dementia | Depression

• Pharmacologic Principles in Geriatrics
  Pharmacokinetics | Pharmacodynamics | Dosing Strategies

• Acute Respiratory Failure
  The Mechanically Ventilated Patient | Failure States | Drug Therapy

• Case Studies

Day 2, 8:00 am to 4:00 pm

• Dying the Good Death
  Advance Directives | The Death Culture | Ethical Issues: Terminal Dehydration/Anorexia

• Infectious Disease in the Elderly
  Common Organisms | UTI | Pneumonia Syndromes

• Family Dynamics

• Cardiovascular Syndromes
  Acute MI | Cardiogenic Shock

• Chronic Heart Failure
  The New Epidemic | Drug Therapy

• Case Studies

Your shift is going smoothly—couldn't be better. In fact, you just said what a great day you were having. Then it happens. An aide runs from one of your patient’s rooms down the hall. "Help! We need help in here NOW!" As you enter the room, you notice your patient is gray, diaphoretic and complaining of chest pain. Would you know what to do next? You will if you attend this course! This two-day course will prepare the non-ICU nurse to assess and intervene in life-threatening emergencies at the bedside.

Program Learning Outcomes

This program prepares the learner to:

• Identify high risk populations for bedside emergencies.
• Recognize deadly clinical crises based upon your bedside assessment.
• Integrate lab and other diagnostic findings into your plan of care for your patient in crisis.
• Intervene appropriately when caring for the patient with a life-threatening emergency.

Agenda

Sign-in begins at 7:30 am. Each day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

Day 1, 8:00 am to 4:00 pm

• High Risk Populations for Cardiovascular Morbidity
  Demystifying Metabolic Syndrome | ATP III New Guidelines in Managing Hypertension
• Take Action in ACS (Acute Coronary Syndrome)
  Unstable Angina | STEMI | NSTEMI | Cardiac Markers and Clotting Studies | Re-Perfusion Strategies
• Honing in on Heart Failure
  Left Ventricular Systolic and Diastolic Failure | Right-Sided Failure | Pharmacological Management
• The Down and Dirty of DKA and HHNKS
• The Aching Abdomen
  GI Bleeding | Acute Pancreatitis | Mesenteric Thrombosis
• Vascular Crises
  Pulseless Extremity | Failing Flaps | Compartment Syndrome | Extravasation
• Moderate Sedation at the Bedside

Day 2, 8:00 am to 4:00 pm

• It’s All in Your Head!
  Hemorrhagic and Ischemic Brain Attack | Post-Op Neurosurgical Patient | Seizures and Status | The DT’s
• A Little Air Please
  Pulmonary Embolism | Pulmonary Edema | Hemo, Pneumo and Tension Pneumothorax
• Rapid ABG Analysis
• Beyond SIRS
  SIRS | Sepsis | Severe Sepsis | Septic Shock | MODS
• Don’t Forget Your ABC’s + D
  Airway Management | Nurse’s Role in Bedside Intubation | The Newest CPR Guidelines: The Science Behind the Changes | What’s the Buzz about Biphasic Defibrillation
• Life-Threatening Arrhythmias
  Asystole | PEA | V-Fib, Torsades | V-Tach | Bradycardia | Unstable Tachycardias

Program Learning Outcomes

This program prepares the learner to:

• Self-report a gain in knowledge of the maternal newborn patient population at an 80% rate as well as the confidence to pass the exam.

Agenda

Sign-in begins at 7:30 am. Each day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

Day 1, 8:00 am to 4:00 pm

• Understanding the NCC Examination
  Contetn of Exam | Test-Taking Tips
• Maternal Health Status
  Antepartum Risk Factors and Complications
• Fetal Assessment in Pregnancy
  Fetal Ultrasound | NST | BPP | Lung Maturation | Prenatal Assessment for Aneuploidy
• Intrapartum Factors
  Fetal Monitoring | Cord Gas Evaluation | Labor Medications | Labor Complications | Delivery Methods
• Maternal Assessment and Management in the Postpartum Period
  Physiological Changes and Comprehensive Assessments | Maternal Education | Maternal Complications | Lactation and Newborn Feeding | Maternal Attachment Process

Day 2, 8:00 am to 3:00 pm

• Newborn Assessment and Management
  Transition to Extrauterine Life | Thermoregulation | Gestational Age Assessment | Neurobehavioral and Sensory Assessment
• Complications of the Newborn: Stabilization and Recognition
  Cardiac | Respiratory | Gastrointestinal | Musculoskeletal | ENT | Blood Disorders | Neuro | Genitourinary | Infectious Disease | Endocrine, Metabolic and Genetic Disorders | Substance Abuse Neonate
• Aspects of Professional Practice
• Practice Questions and Review
   

Program Learning Outcomes

This program prepares the learner to:

• Self-report at a 95% rate an increase in knowledge in order to pass the Medical-Surgical Exam Review.

Agenda

Sign-in begins at 7:30 am. The day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

8:00 am to 5:00 pm

• ANCC vs. MSNCB 
  Initial and Recertification Criteria | Costs | Exam Blueprints

• Cardiovascular Disorders
  Medications | Acute Coronary Syndromes | Heart Failure | Hypertension

• Pulmonary Disorders
  Medications | COPD and Asthma | Pneumothorax | ABGS

• Neurologic Disorders
  Stroke

• Musculoskeletal Disorders
  Fractures and Immobilization Devices | Rhabdomyolysis | Compartment Syndrome

• Behavioral Disorders
  Delirum and Dementia | Alcohol Withdrawal | Suicide Risk

• Professional Role
  Nursing Theories

• Immunological Considerations
  Vaccinations

• Hematologoical Disorders
  Sickle-Cell Disease | DVT | Blood Products

• Endocrine Disorders
  Thyroid Disorders | DKA | Hypoglycemia

• Renal & GU Disorders
  Fluids and Electrolytes | Renal Injury and Failure

• Gastrointestinal and Multisystem Disorders
  GI Bleed | Acute Abdomen | Sepsis

• Multisystem Disorders
  Sepsis

• Test-Taking Strategies

*MSNCB® is a registered trademark of the Medical-Surgical Nursing certification Board, which neither sponsors nor endorses MED-ED.

This two-day course is designed to provide nurses with the tools, confidence and knowledge to successfully complete the Medical-Surgical Nursing Exam. The exam content outlines and blueprints from the ANCC and MSNCB® were used to develop this program. Topics covered from the exam content outlines will include: review of body systems, cardiac, pulmonary, neurologic, gastrointestinal, renal, genitourinary, reproductive, endocrine, hematologic, musculoskeletal, immune and more. Pathophysiology of disease processes, including signs and symptoms and treatment modalities, will be presented. The nursing process and nursing practice roles in the management of patient care will be discussed through case scenarios and sample questions. All aspects of the Practice Domains will be addressed at the end of Day 2, and strategies for test-taking will also be covered.

Program Learning Outcomes

This program prepares the learner to:

• Self-report at an 80% rate an increase in knowledge and confidence necessary to pass the certification exam.

Agenda

Sign-in begins at 7:30 am. Each day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

Day 1, 8:00 am to 4:30 pm

• ANCC vs. MSNCB®
  Definition, Benefits of Certification | Certifying Boards | Association Memberships
• Cardiovascular
  Anatomy and Physiology | Coronary Artery Disease/Ischemic Heart Disease | Acute Coronary Syndrome | Diagnostic Studies | Heart Failure | Pharmacologic | Hypertension | Abdominal Aortic Aneurysm | Trauma
• Pulmonary
  Anatomy and Physiology | Aspiration | COPD and Asthma | Pulmonary Medications | Sleep Apnea | Blunt Chest Trauma | Pneumothorax | PE | Pneumonia | Respiratory Failure | ABGs
• Neurological Disorders
  Red Flags | Anatomy & Physiology | Strokes | Seizures | Meningitis | Encephalitis | Guillain-Barré Syndrome
• Musculoskeletal
  Fractures | Complications
• Behavioral Disorders
  Dementia | Delirium | Alcohol Withdrawal
• Legal and Ethical Considerations
  ANA Code of Ethics | HIPAA | Scope of Practice/Nurse Practice Act | Legal Liability

Day 2, 8:00 am to 4:00 pm

• Immunological and Hematological
  Inflammatory Response | HIV/AIDS | Leukemia | Sickle Cell | VTE | Management | Pressure Injury
• Endocrine Disorders
  Overview | Red Flags | Thyroid Dysfunction | Adrenal Disorders | Diabetes | DKA and HHS | AVP-D | SIADH
• Renal and GU Disorders
  Kidney Functions | Red Flags | Acute Kidney Injury | Chronic Renal Failure | BPH
• Gastrointestinal Disorders
  Overview | Red Flags | Diagnostics | GI Bleeds | Acute Abdominal Pain | Bowel Obstruction/Infarction | Acute Abdomen | Pancreatitis | Liver Failure | Hepatitis
• Multisystem Disorders
  SIRS | Sepsis | Septic Shock | MODS | Shocks
• ANCC and MSNCB® Exam Blueprints
  Breakdown of the Domains of Practice | ANCC Domains of Nursing Practice | 2023 CMSRN Examination
• Test-Taking Strategies

*MSNCB® is a registered trademark of the Medical-Surgical Nursing certification Board, which neither sponsors nor endorses MED-ED.

This course is designed to further build on the strong foundation possessed by an RN in order to further equip him or her with important pharmacologic knowledge for patient care. It covers basic clinical pharmacokinetics to establish a bedrock of solid principles that inform all drug assessments and then covers commonly seen high-risk, knowledge-based situa-tions to equip RNs to assess and manage issues, including septic shock, rapid sequence intubation and resuscitation pharmacotherapy. The course then covers commonly seen medication misadventures from abused and misused sub-stances, including placebo and nocebo treatments, essential oils and marijuana.

Program Learning Outcomes

This program prepares the learner to:

• Describe the fundamentals of pharmacokinetics that are foundational to all pharmacotherapy.
• Use knowledge of specific pharmacologic management of disease states to manage critically ill patients.
• Discuss commonly misused medications and their effects and be able to treat adverse effects from medication misadventures.

Agenda

Sign-in begins at 7:30 am. The day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

8:00 am to 4:30 pm

• Pharmacokinetics
  Absorption | Distribution | Metabolism | Excretion | Half-Life/Steady State | Volume of Distribution | Patient Cases

• Septic Shock and Vasopressor Use
  Blood Pressure Components, Formulas | Pathophysiology of Blood Pressure and Septic Shock | Ultimate Blood Pressure Resuscitation Goal | Clinical Signs of Perfusion | Vasopressor Comparison

• Rapid Sequence Intubation
  Induction Agents | Paralytics | Sedation | “Rocketamine vs. Keturonium” Debate | Modifiable Rocuronium Kinetics | Sedated vs. Paralyzed Intubations | Patient Cases

• Advanced Cardiovascular Life Support Pharmacology
  Epinephrine | Antiarrhythmics | Electrolytes | Beta Blockers | Literature, Current Trials

• Placebo/Nocebo Effects
  Definitions | Everyday Placebo Examples | Evidence | Managing Patient Expectations

• Essential Oils
  Definition | Methods of Use | Evidence in Treatment | Aromatherapy

• Marijuana
  Overview and Historical Use | Therapeutic Indications, Level of Evidence | Safety Concerns, Adverse Reactions | Pregnancy, Lactation | Cannabinoid Hyperemesis Syndrome

This course is designed to supplement study materials for the NCC certification exam to obtain the RNC-NIC designation and the AACN certification exam to obtain the CCRN-neonatal designation. The course will focus on core concepts that are essential for caring for high-risk newborns. Preparation is recommended prior to participation in this course.

Program Learning Outcomes

This program prepares the learner to:

• Review the core components covered by the exam through test questions and lecture review.
• Review requirements for the exam and recertification.

Agenda

Sign-in begins at 7:30 am. Each day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

Day 1, 8:00 am to 4:30 pm

• Weclome and Overview
• Maternal Risk Factors and Delivery
• Neurological Conditions
• Retinopathy of Prematurity
• Electrolytes
• Review Questions
• Endocrine
• Parenteral and Enteral Nutrition
• Review Questions
• Gastrointestinal 
• Genetic Disorders
• Musculoskeletal and Integumentary

Day 2, 8:00 am to 4:00 pm

• Welcome and Review Questions
• Neonatal Sepsis
• Review Questions
• Renal Disorders
• Blood Gas Interpretation
• Review Questions
• Respiratory
• Review Questions
• Cardiac
• Hematologic Disorders
• Certification Exams | Test-Taking Strategies
• Review Questions

This course provides a more advanced review of the ischemic and hemorrhagic stroke patient. It also offers a compre-hensive review of anatomy, assessments and diagnostics, providing an in-depth refresher on the pathophysiology and care of the stroke patient. It reviews the various types of strokes and interventions, both pharmacologic and endovascu-lar. The course covers the comorbidities of stroke in present-day patients; it also covers the complications and bed-side treatment modalities, such as intracranial pressure (ICP) and targeted temperature management (TTM).

Program Learning Outcomes

This program prepares the learner to:

• Recognize the continuum of care for the various stroke patients, from initial presentation to discharge and into the community.

Sign-in begins at 7:30 am. The day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

Day 1, 8:00 am to 4:30 pm

• Neurovascular Anatomy and Diagnostic Imaging
• Stroke Syndromes and Correlative Assessments
• Thrombotic/Ischemic Strokes
• Cardioembolic Stroke
• Hemorrhagic Stroke
• Interventional Radiology Procedures

Day 2, 8:00 am to 5:00 pm

• Primary, Secondary Stroke Prevention
• Anticoagulation and Medical Management of Strokes
• Chronic Comorbid Factors in Stroke Patients
• ICP Monitoring
• TTM in Stroke Patients
• Cerebral Vasospasm
• Rehabilitation and Palliative Care

The Nurse Executive Exam Cram (Basic) is designed to provide an overview of those subjects that are included in the ANCC certification exam. Subjects covered include: professional practice, with focus on nursing theory, research, quality improvement, process improvement, change theory and ethics. Healthcare economics is reviewed, as well as the healthcare environment. Lastly, delivery of care including: regulatory, process outcome, Magnet recognition, benchmarking, charts and graphs are described. The course is a fast-paced, intense presentation, and review of the exam blueprint along with preliminary study is recommended prior to attending. After attending, participants are encouraged to create a study plan individualized to meet their needs to successfully pass this exam.

Eligibility

Who is eligible to take this exam? All requirements must be completed prior to application for this examination.

• Hold a current, active RN license in a state or territory of the United States or the professional, legally recognized equivalent in another country.
• Hold a baccalaureate or higher degree in nursing.
• Hold at least 2,000 hours of experience in a leadership, management or administrative role with a primary responsibility for the daily operations and outcome of one (1) or more unit(s)/departments within the last three years.
• Completed 30 hours of continuing education in nursing administration within the last three years. This requirement is waived if you have a master’s degree in nursing administration.

Program Learning Outcomes

This program prepares the learner to:

• Describe the Nurse Executive (Basic), test plans and the practice requirements to sit for the exam.
• Develop a study plan for the exam based on understanding the blueprint and domains of practice covered.
• Identify common mistakes and pitfalls that are made during studying and testing for the exam.

Agenda

Sign-in begins at 7:30 am. The day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

8:00 am to 4:30 pm

• Review of Leadership Styles | Differences in Institution Plan | Global Review of Nursing Theorists

• Components of Institutional Strategic Planning | Company Organization | Role of Human Capital

• Labor Relations | Legal Organizations
  Negotiation | Arbitration | Unionization | Groupthink | Just Culture

• Basic Formulas | Criminal vs. Civil Law
  Staffing, Profit, Loss Formulas | Torts and Concepts of Medical Negligence

• Federal Documents | Medicaid and Medicare Differences and Similarities

• Staffing Guidelines/Formulas | Nursing Models | Model of Nursing Professionalism

• Change Models | Quality Improvement Theory and Terminology | Emotional Intelligence

If you are in Nursing Management, you need to validate your competency in that area by taking the Advanced Certification Exam. Prove to hospital administration, corporate office and/or the new facility where you are trying to secure a position that you have excelled in your area of expertise. Obtaining this certification will benefit your facility in its journey toward excellence and/or keeping its Magnet Status by having a percentage of its management staff be certified. Obtaining this certification also benefits your personal professional development plan. Prove to your superiors that you have what it takes to secure the promotion you desire.

Invest in yourself! Invest in your future! It’s an investment that is guaranteed to provide professional and financial returns for years to come.

Who is eligible to take this exam? All requirements must be completed prior to application for the examination.

• Hold a current, active RN license in a state or territory of the United States or the professional, legally recognized equivalent in another country.
• Hold a master’s or higher degree in nursing, or hold a bachelor's degree in nursing and a master’s in another field.
• Have at least 2,000 hours of experience in a leadership, management or administration position, with primary responsibility for organization-wide or system-wide operations and outcomes, that include nursing within the last three years.
• Have completed 30 hours of continuing education in nursing administration within the last three years. This requirement is waived if you have a master’s degree in nursing administration.

Program Learning Outcomes

This program prepares the learner to:

• Describe the Nurse Executive—Advanced Certification Exam, test plan and the practice requirements to sit for the exam.
• Construct a study plan for the exam based on understanding the blueprint and domains of practice covered.
• Identify common mistakes and pitfalls that are made during studying and testing for the exam.
• Recall the core components covered in the exam through didactic supplementation and test questions.

Agenda

Sign-in begins at 7:30 am. Each day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

Day 1, 8:00 am to 5:30 pm

• Quality Management: Part I
  Healthcare Outcomes | Stakeholder Satisfaction | Patient and Employee Safety
• Quality Management: Part II
  Risk Management | Credentialing and Privileging | Continuous Performance Improvement
• Professional Practice Environment: Part I
  Ethics | Clinical Practice
• Professional Practice: Part II
  Nursing Research | Personal Professional Development | Autonomy and Accountability
• Organizational Leadership: Part I
  Change Management | Strategic Visioning | Planning and Leveraging Diversity
• Organizational Leadership: Part II
  Intellectual Capital Development and Retention | Leadership Skills

Day 2, 8:00 am to 5:30 pm

• Organizational Leadership: Part III
  Organizational Culture and Systems Thinking
• Organizational Systems Management: Part I
  Human Resource Management and Labor Relations | Fiscal Planning and Management | Knowledge Management | Technology Planning and Management
• Organizational Systems Management: Part II
  Marketing | Patient Care Delivery Systems and Decision-Making/Problem-Solving | Systems Accountability and Crisis Management
• Communication and Collaboration: Part I
  Negotiation | Conflict Management | Community Relations
• Communication and Collaboration: Part II
  Political Navigation | Communication Skills
• Test-Taking Strategies

This seminar is a facilitator-led didactic course focusing on the knowledge base needed by candidates to successfully sit for the nurse executive leadership exam. This includes nursing theory, leadership theory, financial foundations and communication skills.

Who is eligible to take this exam? All requirements must be completed prior to application for the examination.

• Hold a current, active RN license in a state or territory of the United States or the professional, legally recognized equivalent in another country.
• Hold a baccalaureate or higher degree in nursing.
• Hold at least 2,000 hours of experience in a leadership, management or administrative role with a primary responsibility for the daily operations and outcomes of one (1) or more unit(s)/departments within the last three years.
• Completed 30 hours of continuing education in nursing administration within the last three years. This requirement is waived if you have a master’s degree in nursing administration.

Program Learning Outcomes

This program prepares the learner to:

• Self-report at a 90% rate an increased knowledge and confidence in an ability to successfully pass the Nurse Executive Basic Certification Exam.

Agenda

Sign-in begins at 7:30 am. Each day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

Day 1, 8:00 am to 4:00 pm

• Foundations of Leadership
  Definition of Mission, Vision and Philosophy | Traditional Leadership Styles | Contemporary Leadership Styles | Theories of Leadership
• Nursing Leadership Theory
  Environmental | Interpersonal Relations | Nature of Nursing Needs | Equilibrium | Nursing Process | Caring Model | Cultural Care Diversity
• Organizational Structure and Planning
  Corporate Integration | Centralized vs. Decentralized Industry | Strategic Stakeholders | SWOT Analysis | Project Management | Gantt and RACI Charts
• Federal Laws Related to Human Resources
  Human Capital Management | Federal Workforce Flexibility Act | Family and Medical Leave Act | COBRA | Americans with Disabilities Act | Fair Labors Standard Act | Age Discrimination Act | Civil Rights Act—Title VII
• Organizations and Entitites
  OSHA | Workers’ Compensation | Equal Employment Opportunity Commission | Affirmative Action | Corporate Compliance | HIPAA
• Labor Relations
  The Wagner Act | Taft-Hartley Amendment | Process of Unionization | Collective Bargaining | Labor Grievances | Arbitration and Strike
• Tools for Building a Team
  Employee Assistance | Job Descriptions | Recruiting | Multigenerational Workforce | Just Culture | Group Think
• Organizational Structure
  Chain of Command | Span of Control | The Organizational Chart | Flat Organizational Structure | Sole Proprietorship | General Partnership | Corporation
• Health and Public Policy
  Mandatory Reporting | State-Mandated Reports | Communicable Diseases
• Legal Foundations
  Criminal Law | Civil Law | Professional Negligence/Malpractice | Liability in Nursing | Medicare Fraud and Abuse
• Health Initiatives
  Healthy People 2030 | Sullivan Commission and Diversity | IOM Future of Nursing
• Financial Management
  Payers | Budgets | Break-Even Charts | Return on Investment | Cost-Benefit Ratio | Cost-Effectiveness Analysis
  
  Day 2, 8:00 am to 4:00 pm

• Financial Considerations
  Payment Options | Resource-Based Relative Value Scale System | HMO and PPO | Medicare and Medicaid
• Nursing Workforce
  Productive and Non-Productive Hours | Average Daily Census | Occupancy Rate | Profit per Inpatient Discharge | Full-Time Equivalent (FTE) | Nursing Hours Per Patient Day (NHPPD)
• Knowledge Self-Evaluation
  Quiz on Materials
• Care Delivery Systems
  Accrediting Bodies | Relationship-Based Care | Transforming Care at the Bedside | Family-Centered Care | Clinical Guideline, Pathway and Protocols
• Model of Professional Nursing Practice Regulation
  Scope & Standards of Practice | Ethics | Certification | Nurse Practice Act | Institutional Practice | Self-Determination
• Professional Practice Models
  Functional Nursing | Team Nursing | Primary Nursing | Disease-Management Model
• Group Dynamics and Competency
  Group Development | Orientation and Preceptorship | Competency Validation | Core Competency Framework | Or-ganizational Transparency | Employee Performance | Lateral Violence/Incivility
• Communication
  Systems | Upward and Downward | Principles and Styles | Conflict and Challenges | Documentation
• Quality Improvement
  Process Improvement | Pareto Principle | Lean Thinking | Six Sigma | Analyzing Errors | Quality Indicators
• Ethics and Advocacy
  Autonomy | Justice | Beneficence | Non-Maleficence | Code of Ethics | Ethical Dilemmas | Advocates
• Leadership Principles
  Emotional Intelligence | Types of Conflict | Sources of Influence and Power | Changes Theories
• Research and Data Collection
  Institutional Review Board | Research Techniques | Evidence and Data | H-CAHPS | Data for Decision-Making

The nurse executive-advanced and nurse executive board certification examinations are competency-based assessments to validate knowledge related to the art and science of nursing leadership. Nurse executives taking this course will learn about operational structures and processes that support nursing excellence, exemplary professional practice, transformational leadership, knowledge management and the development of new knowledge and innovations. This course will not only prepare the nurse executive for a successful examination, but will also enable them to be a stronger nurse leader within their organization. 

Eligibility

Who is eligible to take this exam? All requirements must be completed prior to application for this examination.

Nurse Executive, Basic Exam

• Hold a current, active RN license in a state or territory of the United States or the professional, legally recognized equivalent in another country.
• Hold a baccalaureate or higher degree in nursing.
• Hold at least 2,000 hours of experience in a leadership, management or administrative role with a primary responsibility for the daily operations and outcomes of one (1) or more unit(s)/departments within the last three years.
• Completed 30 hours of continuing education in nursing administration within the last three years. This requirement is waived if you have a master’s degree in nursing administration. 

Nurse Executive, Advanced Exam

• Hold a current, active RN license in a state or territory of the United States or the professional, legally recognized equivalent in another country.
• Hold a master’s or higher degree in nursing or hold a bachelor's degree in nursing and a master’s in another field.
• Hold at least 2,000 hours of experience in a leadership, management or administrative position, with primary responsibility for organization-wide or system-wide operations and outcomes, that include nursing within the last three years.
• Have completed 30 hours of continuing education in nursing administration within the last three years. This  requirement is waived if you have a master’s degree in nursing administration. 

Program Learning Outcomes

This program prepares the learner to:

• Apply principles of transformational leadership to advance the practice of nursing and achieve clinical and  operational excellence within their organization.
• Identify strengths and areas of opportunity in preparing for board certification as a nurse executive.
• Develop a test plan strategy based on the review course and examination content outline to ensure success on the nurse executive examination.

Agenda

Sign-in begins at 7:30 am. The day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

Day 1, 8:00 am to 4:30 pm

• The Art and Science of Nursing Leadership | Leadership Definitions | Leadership vs. Management | Nurse Executive Competencies | Leading Oneself | Leading Teams | Leading the Profession 

• Preparing for Board Certification as a Nurse Executive | Domains of Knowledge for the Nurse Executive | Identification of Gaps | Test Preparation 

• The Current Healthcare Landscape | The External Environment | Regulatory Climate | Policy | Funding Sources for Healthcare | Mergers and Acquisition | The Healthcare Workforce | Diversity, Inclusion, Equity and Population Health 

• Leadership and Management | Leadership Theories | Strengths-Based Leadership | Organization and Structure | Management Functions | Planning Continuum | Organizational Culture | Group Dynamics | Leading Change 

• The Business of Healthcare | Budget | Staffing Models | Reimbursement 

Day 2, 8:00 am to 4:30 pm

• The Business of Healthcare (cont.) | Cost Containment | Marketing 

• Innovation and Technology | Disruptive Innovation | Advances in Technology | Evaluation of Technology

• Legal, Regulatory, Political and Ethical Issues | Legal Issues in Professional Practice | Ethics | Patient Safety | Institutional Liabilities | Risk Management |  Accreditation Readiness 

• Validating Excellence: The Pursuit of International Designations and Awards

Program Learning Outcomes

This program prepares the learner to:

• Possess familiarity with foundational concepts of the NPD role, including, but not limited to, knowledge of education and adult learning theory, change theory, legal considerations and methodology.

Agenda

Sign-in begins at 7:30 am. Each day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

8:00 am to 4:30 pm

• Introduction | The Exam
• Adult Learning
  Primary Theorists and Real-Life Application | Definition
• Ethical Guidelines and Legal Issues
  Criminal vs. Civil Law and Application | Primary Ethical Concepts | Principles of Copyright and Conflict of Interest
• Certification and Change Theory
  Primary Change Theorists | Concepts of Decision-Making | Just Culture
• Evaluation and Design
  Gap Analyis and Assessment Technique | Educational Design Models | Options in Testing
• Management Aspects
  Communication | Group Formation | Feedback | Resource Management and Project Planning
• Summary, Questions and Evaluation

The Nursing Professional Development Exam Review covers numerous topics of interest and value to the Nurse Educator. These topics cover the various roles of the Nurse Educator, including program planning, management, collaboration, support of change and self-actualization. The Nursing Professional Development Exam Review focuses on the key aspects of the Nursing Professional Development Exam. Adult learning principles are utilized to foster an interactive and supportive environment during the review process.

Who is eligible to take this exam? All requirements must be completed prior to application for the examination.

• Hold a current, active RN license within a state or territory of the United States or the professional, legally recognized equivalent in another country.
• Hold a bachelor’s or higher degree in nursing.
• Have practiced the equivalent of two years full-time as a registered nurse.
• Have a minimum of 2,000 hours of clinical practice in nursing professional development within the last three years.
• Have completed 30 hours of continuing education in nursing professional development within the last three years.

Program Learning Outcomes

This program prepares the learner to:

• Describe the Nursing Professional Development Exam, test plan and the practice requirements to sit for the exam.
• Construct a study plan for the exam based on understanding the blueprint and domains of practice covered.
• Identify common mistakes and pitfalls that are made during studying and testing for the exam.
• Recall the core components covered in the exam through didactic supplementation and test questions.

Agenda

Sign-in begins at 7:30 am. Each day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

Day 1, 8:00 am to 4:00 pm

• Introduction | The Exam
• Overview
  Adult Education | Learning Objectives | Methodologies, Teaching and Learning
• Ethical Guidelines and Legal Issues
• Change
  Change Theories | Elements of Change | Change Process and Evaluation
• Evaluation of the Learning Process
  Purpose | Evaluation Types | Methodologies | Tools for Evaluation
• Issues and Trends
• Accreditation and Approval
  Accreditation | Approval | Terms | Processes | Applying
• Q & A Session

Day 2, 8:00 am to 4:00 pm

• Introduction | Questions
• Learning Needs
  Need Types | Assessment
• Planning
• Implementation
  Methods | Techniques
• Evaluation
• Marketing
  Definitions | Process | Plan | Implementation and Evaluation | Advertising
• Performance Improvement
  Terms | Data | Standards
• Management Aspects
  Resources | Facilities | Budgeting | Records and Reports
• Educator, Leader, Researcher
• Studying and Test-Taking
• Q & A Session

Program Learning Outcomes

This program prepares the learner to:

• Self-report at a 90% rate an increase in knowledge and a readiness to take the OCN Certification Exam.

Agenda

Sign-in begins at 7:30 am. Each day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

Day 1, 8:00 am to 4:30 pm

• Eligibility Criteria | Application and Testing Process | Study Resources | Test-Taking Tips
• Screening Guidelines | Cancer Navigation and Epidemiology | Incidence and Mortality of Major Cancers | Modifiable Risks | NCCN Definition of Survivorship | Survivorship Specifics | End-of-Life Care
• Scientific Basis for Oncology Practice | Scientific Basis of Practice Related to Solid Malignancies
• Scientific Basis of Practice Related to Malignant Hematology
• Accreditation Standards | Scope and Standards of Practice

Day 2, 8:00 am to 4:30 pm

• Surgical Treatment of Cancer | Safety Measures | TJC SCIP | Perioperative Principles | ERAS | Risk Factors | Postoperative Complications | Surgical Oncology Procedures | Surgical Limitations | Radiation Therapy
• Chemotherapy | Reactions and Nursing Interventions | Vascular Access Devices | Routes of Administration | Chemotherapy Agents and Antidotes | Precision Medicine | Targeted Therapies | Handling Hazardous Drugs | Blood and Marrow Transplantation
• Palliative Care Definition and Practice | Etiology and Patterns of Symptoms | Risk Factors, Grading and Management | Complementary and Integrative Modalities
• Disseminated Intravascular Coagulation (DIC) | Sepsis | Assorted Reactions
• Psychosocial Impacts | Financial Concerns | Altered Body Image | Coping Mechanisms | Psychosocial Distress | Sexuality

This program provides a comprehensive review of oncology nursing practice in preparation for the OCN and BMTCN exams administered by the Oncology Nursing Certification Corporation (ONCC). The review will provide content and practice questions reflective of the 2022 exam content outline. This course is not an introductory course to oncology and blood and marrow transplant nursing practice.

Program Learning Outcomes

This program prepares the learner to:

• Self-report at a 90% rate an increase in knowledge and a readiness to challenge the OCN and BMTCN certification exams.

Agenda

Sign-in begins at 7:30 am. Each day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

Day 1, 8:00 am to 4:30 pm
OCN® Only

• Eligibility Criteria | Application and Testing Process | Study Resources | Test-Taking Tips
• Screening Guidelines | Cancer Epidemiology | NCCN Definition of Survivorship | Survivorship | End-of-Life Care Specifics
• Scientific Basis for Oncology Practice | Scientific Basis of Practice Related to Solid Malignancies
• Scientific Basis of Practice Related to Malignant Hematology
• Accreditation Standards | Scope and Standards of Practice

Day 2, 8:00 am to 4:30 pm
OCN® Only

• Surgical Treatment of Cancer | Surgical Safety Measures | TJC SCIP | Perioperative Principles | ERAS | Surgical Risk Factors | Postoperative Complications | Surgical Oncology Procedures | Surgical Limitations
• Radiation Therapy | Methods | Radiobiology Principles | Radiosensitive Tumor Cells | Goals | Treatment Modalities and Process | Radiation Safety | RT Side Effects
• Chemotherapy | Reactions and Nursing Interventions | Vascular Access Devices | Hormone Therapy Classifications | Chemopreventative Agents and Antidotes | Precision Medicine | Targeted Therapies | Handling Hazardous Drugs | Blood and Marrow Transplantation
• Palliative Care Definition and Practice | Etiology and Patterns of Symptoms | Risk Factors, Grading and Management | Complementary and Integrative Modalities
• DIC | Tumor Lysis Syndrome | SIADH | Associated Events | Psychosocial Impact | Financial Concerns
• Altered Body Image | Coping Mechanisms | Support | Psychosocial Distress | Sexuality | Evaluation

Day 3, 8:00 am to 4:30 pm
BMTCN® Only

• Eligibility Criteria | Application and Testing Process | Study Resources | Test-Taking Tips
• Basic Concepts of Transplantation | Types of Transplants and Cellular Therapies | Sources of Stem Cells | Recipient Suitability & Evaluation
• Stem-Cell Procurement and Storage | Preparative Regimens | Stem-Cell Infusion
• Types of Graft vs. Host Disease | Common Symptoms | Immunosuppressive Therapy | Transfusion Support | Transfusion Support | Immune Reconstruction | Nutritional Support | Acute System Specific Complications | Veno-Occlusive Disease | Graft Rejection and Failure
• Early Post-Transplant Management and Education | Immunosuppressive Therapy and Immune Reconstitution | Nutritional Support | Acute System Specific Complications | Graft Failure/Rejection | Chimerism | Adverse Effects
• Late Post-Transplant Management and Education | GVHD | System-Specific Late Effects | Infection Prevention and Management | Disease Relapse | Subsequent Malignancy | Follow-up Care and Milestone Visits
• Quality of Life | Psychosocial Care
• Standards of Nursing Care | Professional Performance | Self-Appraisal and Professional Development | Ethical and Legal Consideration | Accreditation Standards | Evaluation
   

Program Learning Outcomes

This program prepares the learner to:

• Have the foundation for further study to work toward successful certification in orthopedic nursing.

Agenda

Sign-in begins at 7:30 am. Each day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

Day 1, 8:00 am to 5:00 pm

• Welcome and Introduction | Review of Exam
• Basic Principles of the Musculoskeletal System | Nursing Focus on Orthopedic History
• National Patient Safety Goals, Universal Protocol, SCIP Core Measures | Preop, Intraop and Postop Priorities
• Spectrum of Disorders Challenging a Child and Family
• Disease Processes that Alter Bone Formation | Assessments and Priority Care Implications
• Case Study | Specific Disorder Review | Care Implications for Joint Replacement

Day 2, 8:00 am to 4:00 pm

• Surgical Priorities of Care | Fracture Management | Pain Management, Mobility and Complication Prevention
• Benign/Malignant Tumors and Treatment | Implications for Physical/Psychosocial Challenges
• Anatomical Structures/Degenerative Problems Leading to Spinal Surgery | Case Study
• Fat Embolism | VTE/Pulmonary Embolism | Acute Compartment Syndrome | Infection/Osteomyelitis | Pneumonia | Delirium | Hemorrhage/Anemia 
• Orthopedic Jeopardy | Practice Questions | Test-Taking Strategies

The purpose of this program is to enable the learner/nurse/orthopedic patient care provider to gain an introduction to the specialty of orthopedic nursing, which includes the study of the care of patients experiencing orthopedic trauma, frac-tures, total joint arthroplasty, spinal surgery or orthopedic complications. Participants will be able to identify the essential components of a thorough orthopedic-focused assessment for early recognition of complications, describe the breadth of orthopedic injuries and conditions, determine safe patient positioning and mobilization and define essential components for effective orthopedic patient education to achieve positive patient outcomes. The full-day course content is based on national orthopedic nursing practice standards and patient teaching implications.

Program Learning Outcomes

This program prepares the learner to:

• Through a comprehensive review of basic orthopedic patient-centered care, have the foundation for provision of safe and effective patient care and state confidence in the promotion of positive orthopedic patient outcomes.

Agenda

Sign-in begins at 7:30 am. The day includes a one-hour lunch (on your own), as well as a morning and afternoon break of 15 minutes each. The order of lectures presented and break times may vary according to speaker preference.

8:00 am to 5:00 pm

• Welcome, Review and Overview of Subspecialties

• Basic Principles of Musculoskeletal System and Nursing Focus in Orthopedic History
  Structures | Growth, Metabolism | Aging | Culture, Dietary Considerations | Basic Nursing Principles

• Orthopedic Priorities of Care
  Tendonitis, Carpel Tunnel Syndrome | Hallux Valgus, Digit Contractures | Cerebral Palsy, Multiple Sclerosis | Osteosarcoma, Multiple Myeloma | Joints and Mobility | Degenerative Joint Diseases | Metabolic Bone Diseases | Pediatric Conditions